The Role of Basic Number Processing in High Mathematics Achievement in Primary School

Autor/inn/en	Bakker, Merel; Pelgrims, Elise; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert
Titel	The Role of Basic Number Processing in High Mathematics Achievement in Primary School
Quelle	In: Journal of Numerical Cognition, 9 (2023) 1, S.162-181 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bakker, Merel) ORCID (Pelgrims, Elise) ORCID (Torbeyns, Joke) ORCID (Verschaffel, Lieven) ORCID (De Smedt, Bert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Processes; Numbers; High Achievement; Mathematics Achievement; Elementary School Students; Spatial Ability; Short Term Memory; Grade 3; Grade 4; Foreign Countries; Children; Intelligence Tests; Belgium; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Zahlenraum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Child; Kind; Kinder; Intelligence test; Intelligenztest; Belgien
Abstract	While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high achievement in mathematics (above the 90th percentile) and 32 average-achieving peers (between the 25th and 75th percentile). Children completed measures of symbolic number processing (comparison and order). We additionally investigated the roles of spatial visualization and working memory. High mathematics achievers were faster and more accurate in order processing compared to average achievers, but no differences were found in magnitude comparison. High mathematics achievers demonstrated better spatial visualization ability, while group differences in working memory were less clear. Spatial visualization ability was the only significant predictor of group membership. Our results therefore highlight the role of high spatial visualization ability in high mathematics achievement. (As Provided).
Anmerkungen	Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01