Literaturnachweis - Detailanzeige
Autor/inn/en | Bernabini, Luca; Tobia, Valentina; Bonifacci, Paola |
---|---|
Titel | Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children |
Quelle | In: Journal of Cognition and Development, 22 (2021) 1, S.149-167 (19 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Bonifacci, Paola) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1524-8372 |
DOI | 10.1080/15248372.2020.1844711 |
Schlagwörter | Comparative Analysis; Numeracy; Parent Child Relationship; Predictor Variables; Elementary School Students; Mothers; Correlation; Mathematics Skills; Mathematics Tests; Intelligence Tests; Cognitive Processes; Foreign Countries; Mother Attitudes; Symbols (Mathematics); Socioeconomic Status; Measures (Individuals); Italy; Kaufman Brief Intelligence Test Rechenkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prädiktor; Mother; Mutter; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligence test; Intelligenztest; Cognitive process; Kognitiver Prozess; Ausland; Mutterliebe; Socio-economic status; Sozioökonomischer Status; Messdaten; Italien |
Abstract | In this article, we analyze symbolic and non-symbolic numerical abilities of parents in order to understand whether these are predictors of children's numerical skills, considering basic symbolic, non-symbolic, and formal math skills (i.e., written calculation). A battery of cognitive and math tasks was administered to a sample of 83 children with established formal school experience (i.e., fourth and fifth grade students), and to their mothers. Correlational and regression analyses were performed. The results evidenced significant relationships between children's and mothers' symbolic and math skills, but children's symbolic comparison skills were the most significant predictor of their math skills. The study suggests that the intergenerational features of math skills play a significant role in children's numerical development but that children's math skills ultimately depend mainly on their own numerical processing. Within an educational perspective, the development of symbolic number skills in children is crucial and might allow the constraints of intergenerational transmission of math skills to be reduced. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |