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Direct linkDavid Muñez; Josetxu Orrantia; Rosario Sanchez; Verónica Carreton; Laura Matilla – Journal of Cognition and Development, 2024
This study investigates how the approximate number system (ANS) and young children's symbolic skills jointly develop and interact. Specifically, the study aims at disentangling the directionality of the association between ANS acuity and a wide range of symbolic skills that reflect 4- to 5-year-olds' symbolic quantitative knowledge (enumeration…
Descriptors: Number Systems, Numeracy, Symbols (Mathematics), Young Children
Chan, Winnie Wai Lan; Wong, Terry Tin-Yau – Journal of Educational Psychology, 2020
Some children struggle with mathematics. Among these children, some of them may be learners with mathematical difficulties. While research has revealed multiple deficits as candidate causes for mathematical difficulties and probable subtypes, the cognitive profiles of these subtypes are not fully understood. Moreover, we have yet to discover…
Descriptors: Mathematics, Learning Problems, Elementary School Students, Profiles
Caviola, Sara; Colling, Lincoln J.; Mammarella, Irene C.; Szucs, Dénes – Developmental Science, 2020
We determined the relative importance of the so-called approximate number system (ANS), symbolic number comparison (SNC) and verbal and spatial short-term and working memory (WM) capacity for mathematics achievement in 1,254 Grade 2, 4 and 6 children. The large sample size assured high power and low false report probability and allowed us to…
Descriptors: Elementary School Students, Number Systems, Short Term Memory, Mathematics Achievement
