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. 2016 Oct:150:31-47.
doi: 10.1016/j.jecp.2016.05.003. Epub 2016 May 26.

Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier

Alex M Moore  1 , Kristy vanMarle  1 , David C Geary  2
Affiliations

Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier

Alex M Moore et al. J Exp Child Psychol. 2016 Oct.

Abstract

Fluency in first graders' processing of the magnitudes associated with Arabic numerals, collections of objects, and mixtures of objects and numerals predicts current and future mathematics achievement. The quantitative competencies that support the development of fluent processing of magnitude, however, are not fully understood. At the beginning and end of preschool (M=3years 9months at first assessment, range=3years 3months to 4years 3months), 112 children (51 boys) completed tasks measuring numeral recognition and comparison, acuity of the approximate number system, and knowledge of counting principles, cardinality, and implicit arithmetic and also completed a magnitude processing task (number sets test) in kindergarten. Use of Bayesian and linear regression techniques revealed that two measures of preschoolers' cardinal knowledge and their competence at implicit arithmetic predicted later fluency of magnitude processing, controlling domain-general factors, preliteracy skills, and parental education. The results help to narrow the search for the early foundation of children's emerging competence with symbolic mathematics and provide direction for early interventions.

Keywords: Approximate number system; Cardinality; Development; Kindergarten; Mathematical cognition; Number sets test; Preschool.

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Figures

Figure 1
Figure 1
Example items from the Number Sets Test.
See this image and copyright information in PMC

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