ERIC Number: EJ1368032
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: EISSN-1467-8624
Available Date: N/A
Directionality in the Interrelations between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children
Mou, Yi; Zhang, Bo; Hyde, Daniel C.
Child Development, v94 n2 e67-e84 Mar-Apr 2023
A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (M[subscript age] = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013-2017) over 1 year, this study showed that earlier verbal number knowledge was associated with later ANS precision (average [beta] = 0.32), even after controlling for baseline differences in numerical, general cognitive, and language abilities. In contrast, earlier ANS precision was not associated with later verbal number knowledge ([beta] = -0.07) or mathematics abilities (average [beta] = 0.10). These results suggest that learning about verbal numbers is associated with a sharpening of pre-existing non-verbal numerical abilities.
Descriptors: Preschool Children, Numeracy, Number Concepts, Mathematics Skills, Knowledge Level, Language Skills, Verbal Communication, Cultural Influences
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 1252445
Author Affiliations: N/A