Children’s mapping between symbolic and nonsymbolic representations of number
journal contributionposted on 2011-08-26, 13:23 authored by Eleanor Mundy, Camilla GilmoreCamilla Gilmore
When children learn to count and acquire a symbolic system for representing numbers, they map these symbols onto a preexisting system involving approximate nonsymbolic representations of quantity. Little is known about this mapping process, how it develops, and its role in the performance of formal mathematics. Using a novel task to assess children’s mapping ability, we show that children can map in both directions between symbolic and nonsymbolic numerical representations and that this ability develops between 6 and 8 years of age. Moreover, we reveal that children’s mapping ability is related to their achievement on tests of school mathematics over and above the variance accounted for by standard symbolic and nonsymbolic numerical tasks. These findings support the proposal that underlying nonsymbolic representations play a role in children’s mathematical development.
- Mathematics Education Centre
CitationMUNDY, E. and GILMORE, C.K., 2009. Children’s mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103 (4), pp. 490-502
- AM (Accepted Manuscript)
NotesThis article was published in the serial, Journal of Experimental Child Psychology [© Elsevier]. The definitive version is available at: http://dx.doi.org/10.1016/j.jecp.2009.02.003