Preschoolers Prior Formal Mathematics Education Engage Numerical Magnitude Representation Rather than Counting Principles in Symbolic ±1 Arithmetic: Evidence from the Operational Momentum Effect

Autor/inn/en	Haman, Maciej; Lipowska, Katarzyna
Titel	Preschoolers Prior Formal Mathematics Education Engage Numerical Magnitude Representation Rather than Counting Principles in Symbolic ±1 Arithmetic: Evidence from the Operational Momentum Effect
Quelle	In: Developmental Science, 26 (2023) 3, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haman, Maciej)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13322
Schlagwörter	Preschool Children; Prior Learning; Mathematics Education; Number Concepts; Symbols (Mathematics); Arithmetic; Mathematics Skills; Addition; Subtraction; Problem Solving; Error Patterns + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorkenntnisse; Mathematische Bildung; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Subtraktion; Problemlösen; Fehlertyp
Abstract	In numerical cognition research, the operational momentum (OM) phenomenon (tendency to overestimate the results of addition and/or binding addition to the right side and underestimating subtraction and/or binding it to the left side) can help illuminate the most basic representations and processes of mental arithmetic and their development. This study is the first to demonstrate OM in symbolic arithmetic in preschoolers. It was modeled on Haman and Lipowska's (2021) non-symbolic arithmetic task, using Arabic numerals instead of visual sets. Seventy-seven children (4-7 years old) who know Arabic numerals and counting principles (CP), but without prior school math education, solved addition and subtraction problems presented as videos with one as the second operand. In principle, such problems may be difficult when involving a non-symbolic approximate number processing system, whereas in symbolic format they can be solved based solely on the successor/predecessor functions and knowledge of numerical orders, without reference to representation of numerical magnitudes. Nevertheless, participants made systematic errors, in particular, overestimating results of addition in line with the typical OM tendency. Moreover, subtraction and addition induced longer response times when primed with left- and right-directed movement, respectively, which corresponds to the reversed spatial form of OM. These results largely replicate those of non-symbolic task and show that children at early stages of mastering symbolic arithmetic may rely on numerical magnitude processing and spatial-numerical associations rather than newly-mastered CP and the concept of an exact number. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01