- PII
- S020595920000831-0-1
- DOI
- 10.31857/S020595920000831-0
- Publication type
- Article
- Status
- Published
- Authors
- Volume/ Edition
- Volume 39 / № 6
- Pages
- 47-58
- Abstract
The current article presents the results of a longitudinal investigation of the relationship between number sense and mathematical achievement across the primary school years. We analyzed the data of 133 participants from the Russian Longitudinal Study of Academic Achievement on symbolic and non-symbolic number sense ability and mathematical achievement in Grades 3 and 4. The mean age at Grade 3 was 9.82 years (SD = 0.3) and 10.82 years at Grade 4 (SD = 0.3). We used the cross-lagged analysis to explore the causal relationship between number sense and mathematical achievement. Our analysis revealed that the reciprocal model best described the empirical data suggesting the cross-lagged relation between number sense accuracy and academic achievement in Math. The results of our longitudinal study have shown differences in the association the mathematical achievement with the two aspects of number sense – symbolic and non-symbolic representation. Thus, mathematical achievement in Grade 3 predicted only the symbolic estimation ability in Grade 4. On the contrary, mathematical achievement at Grade 3 had no significant effect on another aspect of number sense, non-symbolic estimation ability, by the end of primary school. We also found differences in the stability of the two aspects of number sense at primary school age. Thus, non-symbolic number sense ability was the most stable over time. The results were discussed in the context of a theoretical problem of the association of cognitive development and school education.
- Keywords
- number sense, mathematical achievement, primary school years, cross-lagged analysis, education, development
- Date of publication
- 22.12.2018
- Year of publication
- 2018
- Number of purchasers
- 10
- Views
- 875
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