Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills

被引：6

作者：

Cueli, Marisol ^{[1
]}

Areces, Debora ^{[1
]}

McCaskey, Ursina ^{[2
,3
]}

Alvarez-Garcia, David ^{[1
]}

Gonzalez-Castro, Paloma ^{[1
]}

机构：

[1] Univ Oviedo, Dept Psychol, Oviedo, Spain

[2] Univ Childrens Hosp Zurich, Ctr MR Res, Zurich, Switzerland

[3] Univ Childrens Hosp Zurich, Childrens Res Ctr, Zurich, Switzerland

来源：

FRONTIERS IN PSYCHOLOGY | 2019年 / 10卷

关键词：

comparison skills; mathematics competence; non-symbolic comparison; preschool children; spatial comparison; APPROXIMATE NUMBER SYSTEM; INDIVIDUAL-DIFFERENCES; ACUITY; CHILDREN; SENSE; REPRESENTATIONS; ACHIEVEMENT; CORRELATE; SPACE; LINKS;

D O I：

10.3389/fpsyg.2019.00465

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Magnitude comparison skills have been related to mathematics competence, although results in this area vary. The current study aimed to describe the performance of 75 children (aged 4-5 years) in two comparison tasks; and examine the strength of the relationship between each of the two tasks and mathematics competence level (MCL). Participants were assessed with the Early Numeracy Test which provides a global MCL score. Magnitude comparison skills were assessed with two tasks: a non-symbolic number comparison task and a spatial comparison task. Results of the Pearson correlation analysis showed a relationship between the two tasks with better performance in the spatial comparison task. Regression analysis with the stepwise method showed that only the non-symbolic number comparison task had a significant value in the prediction of the MCL pointing to the need to take these kinds of tasks into account in the first years of school.

引用

页数：9

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