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Spontaneous focusing on numerosity and the arithmetic advantage
journal contributionposted on 2015-09-11, 11:51 authored by Sophie Batchelor, Matthew InglisMatthew Inglis, Camilla GilmoreCamilla Gilmore
Children show individual differences in their tendency to focus on the numerical aspects of their environment. These individual differences in ‘Spontaneous Focusing on Numerosity’ (SFON) have been shown to predict both current numerical skills and later mathematics success. Here we investigated possible factors which may explain the positive relationship between SFON and symbolic number development. Children aged 4e5 years (N ¼ 130) completed a battery of tasks designed to assess SFON and a range of mathematical skills. Results showed that SFON was positively associated with children's symbolic numerical processing skills and their performance on a standardised test of arithmetic. Hierarchical regression analyses demonstrated that the relationship between SFON and symbolic mathematics achievement can be explained, in part, by individual differences in children's nonsymbolic numerical processing skills and their ability to map between nonsymbolic and symbolic representations of number.
SB is funded by an ESRC Future Research Leaders Fellowship (ES/ L010089/1), MI is funded by a Royal SocietyWorshipful Company of Actuaries Educational Research Fellowship and CG is funded by a Royal Society Dorothy Hodgkin Fellowship.
- Mathematics Education Centre
Published inLearning and Instruction
CitationBATCHELOR, S., INGLIS, M. and GILMORE, C.K., 2015. Spontaneous focusing on numerosity and the arithmetic advantage. Learning and Instruction, 40 (December 2015) pp. 79-88.
Publisher© The Authors. Published by Elsevier Ltd.
- VoR (Version of Record)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/
NotesThis is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).