Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01