Children's arithmetic development: it is number knowledge, not the approximate number sense, that counts.
In this article, we present the results of an 11-month longitudinal study (beginning when children were 6 years old) focusing on measures of the approximate number sense (ANS) and knowledge of the Arabic numeral system as possible influences on the development of arithmetic skills. Multiple measures of symbolic and nonsymbolic magnitude judgment were shown to define a unitary factor that appears to index the efficiency of an ANS system, which is a strong longitudinal correlate of arithmetic skills. However, path models revealed that knowledge of Arabic numerals at 6 years was a powerful longitudinal predictor of the growth in arithmetic skills, whereas variations in magnitude-comparison ability played no additional role in predicting variations in arithmetic skills. These results suggest that verbal processes concerned with learning the labels for Arabic numerals, and the ability to translate between Arabic numerals and verbal codes, place critical constraints on arithmetic development.
1Department of Psychology, University of York.
Silke M
SM
Göbel
Sarah E
SE
Watson
Arne
A
Lervåg
Charles
C
Hulme
D002648:Child; D002657:Child Development; D003071:Cognition; D005260:Female; D006801:Humans; D019359:Knowledge; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics
academic achievement; approximate number sense; arithmetic; cognitive development; cognitive neuroscience; mathematical ability; mathematics achievement; number comprehension; numerical development; symbolic number processing