Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic?

Abstract

Keywords:longitudinal design numerical processing arithmetic development fact retrieval The present longitudinal study investigated whether children's numerical processing skills at the start of formal schooling predict subsequent development in single-digit arithmetic and fact retrieval. At the start of first grade, we administered measures of numerical processing (digit naming, symbolic numerical magnitude comparison, nonsymbolic numerical magnitude comparison) as well as measures of intellectual ability, preschool mathematical abilities, working memory and processing speed. Our longitudinal data indicate that children's numerical processing skills at primary school entrance were predictively related to their future competence in singledigit arithmetic and their reliance on arithmetic fact retrieval. This association was not explained by children's intellectual ability, preschool mathematical abilities, verbal working memory, visual-spatial short-term memory and processing speed. These findings indicate that numerical processing skills precede children's development in single-digit arithmetic.

The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

“…In addition, similar results have also been reported by researchers from studies that used other forms of magnitude comparison tasks (e.g., Holloway & Ansari, 2009; Kolkman et al, 2013; Lonnemann et al, 2011; Mundy & Gilmore, 2009; Sasanguie et al, 2012; Vanbinst et al, 2015). For example, in a recent study Vanbinst et al (2015) tried to explore the relationship between numerical magnitude comparison ability and simple arithmetic ability in first- and second-grade children using a computerized version of the magnitude comparison task. The researchers (Vanbinst et al, 2015) used accuracy and reaction time as indices to measure both symbolic and non-symbolic magnitude comparison.…”

“…However, these researchers reported contrasting results (see Chen & Li, 2014; De Smedt et al, 2013 for a review). While a number of researchers have found significant correlations between non-symbolic numerical comparison (dot arrays) and arithmetic skills (e.g., Bonny & Lourenco, 2013; Halberda, Mazzocco, & Feigenson, 2008; Inglis, Attridge, Batchelor, & Gilmore, 2011; Linsen, Verschaffel, Reynvoet, & De Smedt, 2014; Mazzocco, Feigenson, & Halberda, 2011; Mundy & Gilmore, 2009; Vanbinst, Ghesquière, & De Smedt, 2015), other have not (e.g., Holloway & Ansari, 2009; Kolkman, Kroesbergen, & Leseman, 2013; Lonnemann, Linkersdörfer, Hasselhorn, & Lindberg, 2011; Mundy & Gilmore, 2009; Nosworthy et al, 2013; Sasanguie, Göbel, Moll, Smets, & Reynvoet, 2013; Sasanguie, Van den Bussche, & Reynvoet, 2012; Soltész, Szűcs, & Szűcs, 2010; Vanbinst, Ghesquière, & De Smedt, 2012). Furthermore, a large number of studies have reported significant correlations between symbolic numerical comparison (Arabic digits) and arithmetic abilities (e.g., Holloway & Ansari, 2009; Kolkman et al, 2013; Lonnemann et al, 2011; Mundy & Gilmore, 2009; Nosworthy et al, 2013; Sasanguie et al, 2012; Vanbinst et al, 2015); however, a smaller number of studies did not find these significant relationships (e.g., Sasanguie et al, 2012).…”

Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test)

“…The current cross-sectional data also do not allow us to establish predictive associations between symbolic number comparison and mathematics achievement. Some studies have indeed shown that symbolic number comparison predicts future mathematics achievement (De Smedt et al, 2009) and math development (Vanbinst et al, 2015), yet these predictive associations need to be studied across larger ageranges in longitudinal studies, in which also bidirectional associations should be considered. The current paper-andpencil measure allows one to study these associations on a large-scale level.…”

“…The question arises which competencies should be assessed when designing screening measures to identify these at-risk children. Research has pointed to the importance of numerical magnitude processing, or people's elementary intuitions about numerical magnitudes, for the development of mathematics achievement as children's understanding of numerical magnitudes correlates with (e.g., Holloway &Ansari, 2009) andpredicts (e.g., De Smedt, Verschaffel, &Ghesquière, 2009;Halberda, Mazzocco, & Feigenson, 2008;Mazzocco, Feigenson, & Halberda, 2011;Vanbinst, Ghesquière & De Smedt, 2015) individual differences in mathematics achievement (De Smedt, Noël, Gilmore, & Ansari, 2013, for a narrative review; Schneider et al, 2016, for a meta-analysis).…”

Early numeracy performance of South African school beginners

“…In general, authors agree that numeracy performance in the early childhood years adequately predicts later mathematics performance (Jordan, Glutting & Ramineni 2010). Especially magnitude comparison, number reading, counting skills, basic arithmetical skills, number line acuity, spontaneous focusing on numerosity and numeracy-related logical knowledge have been found to be relevant for later mathematics performance (Aunio & Niemivirta 2010;Friso-van den Bos et al 2015;HannulaSormunen, Lehtinen & Räsänen 2015;Jordan et al 2010;Krajewski & Schneider 2009;LeFevre et al 2010;Nguyen et al 2016;Passolunghi, Vercelloni & Schadee 2007;Toll et al 2015;Vanbinst, Ghesquière & De Smedt 2015). Related to the development of mathematical skills in early childhood years, there is an agreement among the researchers that children have biologically primary non-verbal number sense which is the base that children start to learn to use their number word sequence skills first in rhymes and then in enumeration tasks and from that follows the basic strategies for addition and subtraction problem solving (Jordan et al 2010;Mazzocco, Feigenson & Halberda 2011).…”