| Autor: |
Orrantia, J, Romualdo, SS, Sánchez, R, Matilla, L, Muñez, D, Verschaffel, L |
| Rok vydání: |
2018 |
| Popis: |
© 2018, Ministry Education and Science. All rights reserved. Recent research suggests that individual differences in mathematics are related to the ability to basic number processing skills, such as the ability to process numerical magnitudes. A key question in this emerging field of research is which skills related to the magnitude processing predict the mathematical competence: either no symbolic magnitude processing, or the access to those magnitudes from the symbolic numbers. The present study extended this research by investigating the role of the size of the quantities (small vs. large). Fifty-two children were assessed on nonsymbolic and symbolic magnitude processing measures at the start of formal schooling and mathematics achievement was evaluated two years later. Hierarchical regression analyzes showed that large symbolic magnitude processing was a stronger predictor of future mathematical achievement compared to the other magnitude processing measures. These results were interpreted in terms of their educational implications, specifically in the use of screening tools for identifying children with difficulties in mathematics. ispartof: Revista de Educacion vol:2018 issue:381 pages:127-146 edition: Facultad de Educación status: published |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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