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Early numerical development and the role of non-symbolic and symbolic skills
ARTICLE

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Learning and Instruction Volume 25, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

For learning math, non-symbolic quantity skills, symbolic skills and the mapping between number symbols and non-symbolic quantities are all important precursors. Little is known, however, about the interrelated development of these skills. The current study focuses on numerical development by: (a) investigating the structure of non-symbolic, symbolic and mapping skills; and (b) examining the role of non-symbolic versus symbolic numerical skills.Non-symbolic, symbolic and mapping skills of 69 children were assessed at age 4, 5 and 6. Results provided evidence for: (a) the developmental course of all numerical skills showing distinguishable skills at a younger age versus an integration of skills in older children; and (b) the predominant role of symbolic skills versus the subordinate role of non-symbolic skills in the development of mapping skills. Moreover, symbolic and mapping skills were found to be important predictors for math performance. These results provide new insights in early numerical development.

Citation

Kolkman, M.E., Kroesbergen, E.H. & Leseman, P.P.M. (2013). Early numerical development and the role of non-symbolic and symbolic skills. Learning and Instruction, 25(1), 95-103. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.12.001

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