Title

Relations of different types of numerical magnitude representations to each other and to mathematics achievement.

Date of Original Version

7-1-2014

Type

Article

PubMed ID

24699178

Abstract or Description

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

DOI

10.1016/j.jecp.2014.01.013

 

Published In

Journal of experimental child psychology, 123, 53-72.