Reference : Mathematical abilities in elementary school: Do they relate to number–space associations?
Scientific journals : Article
Social & behavioral sciences, psychology : Neurosciences & behavior
Educational Sciences
http://hdl.handle.net/10993/31203
Mathematical abilities in elementary school: Do they relate to number–space associations?
English
Georges, Carrie mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hoffmann, Danielle mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
May-2017
Journal of Experimental Child Psychology
Academic Press
Yes (verified by ORBilu)
International
0022-0965
1096-0457
New York
NY
[en] Considering the importance of mathematics in Western societies, it is crucial to understand the cognitive processes involved in the acquisition of more complex mathematical skills. The current study, therefore, investigated how the quality of number–space mappings on the mental number line, as indexed by the parity SNARC (spatial–numerical association of response codes) effect, relates to mathematical performances in third- and fourth-grade elementary school children. Mathematical competencies were determined using the “Heidelberger Rechentest,” a standardized German math test assessing both arithmetical and visuospatial math components. Stronger parity SNARC effects significantly related to better arithmetical but not visuospatial math abilities, albeit only in the relatively younger children. These findings highlight the importance of spatial–numerical interactions for arithmetical (as opposed to visuospatial) math skills at the fairly early stages of mathematical development. Differential relations might be explained by the reliance on problem-solving strategies involving number–space mappings only for arithmetic tasks mainly in younger children.
http://hdl.handle.net/10993/31203

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
GeorgesHoffmannSchiltz_2017_JECP.pdfPublisher postprint868.42 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.