Predicting Arithmetic Abilities

Stock, Pieter; Desoete, Annemie; Roeyers, Herbert

doi:10.1177/0734282908330587

Cited by 48 publications

(11 citation statements)

References 41 publications

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“…This finding is particularly surprising with regard to arithmetic. It contrasts with findings suggesting that arithmetic builds up on counting abilities (Aunola et al, 2004;Hannula-Sormunen et al, 2015;Stock, Desoete, & Roeyers, 2009a;Stock et al, 2009b).…”

Section: Role Of Number-specific Abilities For Early Mathematicscontrasting

confidence: 52%

“…Arithmetic performance requires the mastering of different aspects of early mathematical development (Butterworth, 2005). For instance, Stock, Desoete, and Roeyers (2009b) consider procedural and conceptual counting knowledge in kindergarten as "preparatory arithmetic abilities" for arithmetic abilities in first and second grade. The number line estimation task is a classical measure of a more advanced number knowledge (e.g.…”

Section: The Present Studymentioning

confidence: 99%

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How do different aspects of spatial skills relate to early arithmetic and number line estimation?

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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Section: Role Of Number-specific Abilities For Early Mathematicscontrasting

confidence: 52%

Section: The Present Studymentioning

confidence: 99%

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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“…O principal objetivo deste estudo foi verificar a relação entre as habilidades cognitivas de processamento visual e inteligência fluida avaliadas pela Leiter-R e as habilidades e componentes da competência aritmética baseadas no modelo de McCloskey e colaboradores (1985), avaliados pela PA. De fato, a literatura já aponta para a relação entre inteligência e desempenho em aritmética (Lu et al, 2011;Primi, Santos, & Vendramini, 2002;Stock, Desoete, & Roeyers, 2009).…”

Section: Discussionunclassified

“…No entanto, alguns estudos especificam a relação entre inteligência e desempenho acadêmico em aritmética (Lu et al, 2011;Primi, Santos & Vendramini, 2002;Stock, Desoete & Roeyers, 2009). Gomes e Golino (2012) verificaram que inteligência fluida explica, de maneira indireta (mediada pelo desenvolvimento acadêmico), cerca de 34% da variância das diferenças de desenvolvimento em matemática.…”

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“…Gomes e Golino (2012) verificaram que inteligência fluida explica, de maneira indireta (mediada pelo desenvolvimento acadêmico), cerca de 34% da variância das diferenças de desenvolvimento em matemática. Considerando estes aspectos do desenvolvimento, Stock et al (2009) verificaram que raciocínio sequencial (ou habilidade de seriação) e classificação na pré-escola são preditores importantes das habilidades aritméticas nos anos iniciais do Ensino Fundamental I. Ao final desta etapa de escolarização, inteligência, juntamente com memória de trabalho, explicam 36% da variância nos escores em matemática (Lu et al, 2011). Já em estudantes universitários, a inteligência fluida se correlacionou de forma positiva, significativa e com magnitude moderada com o desempenho de alunos nos cursos de Matemática, Engenharia Civil e Medicina (Primi et al, 2002).…”

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Relação entre habilidades cognitivas de processamento visual e inteligência fluida com o desempenho em aritmética

Mecca

Dias

Seabra

et al. 2016

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. http://creativecommons.org/licenses/by/4.0/deed.pt_BR Artigo originAl ISSN 1980-8623 Relationship between cognitive abilities of visual processing and fluid intelligence with arithmetic performance AbstractThe aim of this study was to investigate the relationship between cognitive skills like visual processing and fluid intelligence assessed by the Leiter-R and arithmetic performance in elementary school students. 51 children were evaluated between 7 and 8 years of age (52.94% boys and 47.06% girls), belonging to the 2nd and 3rd years of public and private schools. Positive, significant and moderate correlations were observed between the Analogies and Sequential Order Subtests of the Leiter-R with arithmetic skills like numerical processing and calculation. Both explained 25% of variance in arithmetic. By analyzing the data separately by school, similar results were obtained for private school, but few correlations were observed with children in public school. The findings of this study support the literature regarding the relationship between cognitive abilities and performance in arithmetic, emphasizing the importance of school type as the variable to be considered in these studies.Keywords: Intelligence; Inductive reasoning; Visual discrimination; Numeric processing; Calculation. Relación entre las habilidades cognitivas del procesamiento visual y inteligencia fluida con el rendimiento en aritmética ResumenEl objetivo de este estudio fue investigar la relación entre la inteligencia fluida y procesamiento visual, evaluado por el Leiter-R, y aritmética de los estudiantes de Escuela Elemental I. 51 niños fueron evaluados entre 7 y 8 años de edad (52,94% hombres; 47.06% mujeres), pertenecientes a la 2º y 3º años de escuelas públicas y privadas. Se observaron correlaciones positivas, significativas y de magnitud moderada entre los subtests Secuencias y Analogías con habilidades de procesamiento numérico y cálculo. Tanto explicó 25% de la varianza en la aritmética. Al analizar los datos por tipo de escuela, se obtuvieron resultados similares para la escuela privada, pero pocas correlaciones se observaron con los niños en escuela pública. Los hallazgos apoyan la literatura sobre la relación entre las capacidades cognitivas y el rendimiento en aritmética, haciendo hincapié en la importancia de la escuela como el tipo de variable a considerar en estos estudios.

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Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context

Aunio

Tapola

Mononen

et al. 2016

Early Childhood Mathematics Skill Development in the Home Environment

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Predicting Arithmetic Abilities

Cited by 48 publications

References 41 publications

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

Relação entre habilidades cognitivas de processamento visual e inteligência fluida com o desempenho em aritmética

Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context

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