Reference : Mapping between number notations in kindergarten and the role of home numeracy

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Neurosciences & behavior
	To cite this reference:	http://hdl.handle.net/10993/45671

Title :	Mapping between number notations in kindergarten and the role of home numeracy
Language :	English
Author, co-author :	Marinova, Mila [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Reynvoet, Bert [KU Leuven > Faculty of Psychology and Educational Sciences]
	Sasanguie, Delphine [HOGENT > University College Ghent, Orthopedagogy - Special Education Department]
Publication date :	Jan-2021
Journal title :	Cognitive Development
Publisher :	Elsevier
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0885-2014
City :	New York
Country :	Netherlands
Keywords :	[en] Early numerical development ; Symbolic number acquisition ; Home numeracy
Abstract :	[en] Two recent studies investigated how children learn to map between digits, number words, and dots (Hurst, Anderson, & Cordes, 2017; Jim´enez Lira, Carver, Douglas, & LeFevre, 2017). In the current study we aimed to replicate these previous findings by examining a much larger sample (N = 195 kindergarteners, aged 2 years 6 months to 5 years 2 months) and taking into account home numeracy activities, that is, daily parent-child interactions with numerical content. In line with previous studies, the results showed that children first learn to map number words onto dots, and number words onto digits, and only afterwards – to map digits onto dots. Furthermore, number words ↔ digits mapping was a better mediator of the relation between digits ↔ dots and the dots ↔ number words mapping tasks, than the dots ↔ number words, suggesting that children rely on their symbolic number knowledge to learn the relation between digits and dots. Finally, both basic and advanced home numeracy activities were positively related to children’s mappings skills. Furthermore, we observed that with increasing the children’s age a shift from basic to advanced activities was present. These results emphasize the importance of tailoring the home numeracy activities according to children’s age.
Permalink :	http://hdl.handle.net/10993/45671
DOI :	10.1016/j.cogdev.2020.101002

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