Developmental and Educational Psychology; Experimental and Cognitive Psychology
Abstract :
[en] Cramman et al. (2018) proposed that numerical symbol identification may constitute a universally predictive measure of early mathematical development. While a broad pathway to learning number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors such as teaching, age, country, progression stage, is. This study evidences unidimensionality of measurement of the order of ability clusters of numbers, showing that variations are minor across eight countries and, importantly, six instructional languages. This invariance suggests early symbol identification could represent a universal measurement which could a)
instructionally inform teaching and learning of classroom mathematics, b) work predictively as an educational research tool and c) offer a foundation for valid international comparisons of the mathematical development of children. Tentatively, this study suggests numerical symbol identification may be a universal measure to assess mathematical cognition in early years education that is unaffected by language of instruction, gender, time of assessment and country.
Disciplines :
Education & instruction
Author, co-author :
Copping, Lee
Tymms, Peter
ALEKSIC, Gabrijela ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Lifespan Development, Family and Culture
Bartholo, Tiago
Howie, Sarah J
Koslinski, Mariane Campelo
Merrell, Christine
Vidmar, Maša
Wildy, Helen
External co-authors :
no
Language :
English
Title :
Is the order of learning numerals universal? Evidence from eight countries and six languages
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