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The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement
journal contributionposted on 2016-12-15, 15:03 authored by Camilla GilmoreCamilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg
Does nonverbal, approximate number acuity predict mathematics performance? Some studies report a correlation between acuity of representations in the Approximate Number System (ANS) and early math achievement, while others do not. Few previous reports have addressed (1) whether reported correlations remain when other domain-general capacities are considered, and (2) whether such correlations are causal. In the present study, we addressed both questions using a large (N = 204) 3-year longitudinal dataset from a successful math intervention, which included a wide array of non-numerical cognitive tasks. While we replicated past work finding correlations between approximate number acuity and math success, these correlations were very small when other domain-general capacities were considered. Also, we found no evidence that changes to math performance induced changes to approximate number acuity, militating against one class of causal accounts.
- Mathematics Education Centre
Published inJournal of Numerical Cognition
CitationGILMORE, C.K. ... et al., 2017. The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement. Journal of Numerical Cognition, 3(2), pp.400-416.
Publisher© The Authors. Published by PsychOpen
- 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. It is published by PsychOpen under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/