Number sense and mathematics: Which, when and how?

Autor:	Tosto MG; Department of Psychology, Tomsk State University., Petrill SA; Department of Psychology, The Ohio State University., Malykh S; Psychological Institute of RAE., Malki K; King's College London at the Institute of Psychiatry, Psychology and Neuroscience (IOPPN)., Haworth CMA; School of Experimental Psychology, University of Bristol., Mazzocco MMM; Institute of Child Development, University of Minnesota., Thompson L; Department of Psychology, The Ohio State University., Opfer J; Department of Psychology, The Ohio State University., Bogdanova OY; Department of Psychology, Tomsk State University., Kovas Y; Department of Psychology, Tomsk State University.
Jazyk:	angličtina
Zdroj:	Developmental psychology [Dev Psychol] 2017 Oct; Vol. 53 (10), pp. 1924-1939. Date of Electronic Publication: 2017 Jul 31.
DOI:	10.1037/dev0000331
Abstrakt:	Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts. In this study, 4,984 16-year-old students were assessed on estimation ability, one aspect of number sense. Estimation was measured using 2 different tasks: number line and dot-comparison. Using cognitive and achievement data previously collected from these students at ages 7, 9, 10, 12, and 14, the study explored for which of the measures and when in development these links are observed, and how strong these links are and how much these links are moderated by other cognitive abilities. The 2 number sense measures correlated modestly with each other (r = .22), but moderately with mathematics at age 16. Both measures were also associated with earlier mathematics; but this association was uneven across development and was moderated by other cognitive abilities. (PsycINFO Database Record ((c) 2017 APA, all rights reserved).)
Databáze:	MEDLINE
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