ITEM METADATA RECORD
Title: Children’s mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement
Authors: Brankaer, Carmen ×
Ghesquière, Pol
De Smedt, Bert #
Issue Date: 2014
Publisher: Public Library of Sciene
Series Title: PLoS One vol:9 issue:4 pages:1-11
Article number: e93565
Abstract: The ability to map between non-symbolic numerical magnitudes and Arabic numerals has been put forward as a key factor in children’s mathematical development. This mapping ability has been mainly examined indirectly by looking at children’s performance on a symbolic magnitude comparison task. The present study investigated mapping in a more direct way by using a task in which children had to choose which of two choice quantities (Arabic digits or dot arrays) matched the target quantity (dot array or Arabic digit), thereby focusing on small quantities ranging from 1 to 9. We aimed to determine the development of mapping over time and its relation to mathematics achievement. Participants were 36 first graders (M=6 years 8 months) and 46 third graders (M= 8 years 8 months) who all completed mapping tasks, symbolic and non-symbolic magnitude comparison tasks and standardized timed and untimed tests of mathematics achievement. Findings revealed that children are able to map between non-symbolic and symbolic representations and that this mapping ability develops over time. Moreover, we found that children’s mapping ability is related to timed and untimed measures of mathematics achievement, over and above the variance accounted for by their numerical magnitude comparison skills.
ISSN: 1932-6203
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Parenting and Special Education
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
Brankaer_mapping_PLOS.pdfOA article Published 814KbAdobe PDFView/Open

 


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science