Number knowledge and numerosity discrimination are unique longitudinal predictors of arithmetic development over the first year of formal education¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a latent variable path model, only number knowledge and numerosity discrimination uniquely predicted arithmetic development over 12 months, despite other predictors correlating with arithmetic. → Malone 2020

Evidence¶

Malone 2020¶

Malone, SA; Burgoyne, K; Hulme, C. (2020). Number Knowledge and the Approximate Number System Are Two Critical Foundations for Early Arithmetic Development. Journal of Educational Psychology, 112 (6), pp. 1167-1182. https://doi.org/10.1037/edu0000426

q3 · i? · associational · r2

Longitudinal study of 569 children assessed at school entry and 12 months later; predictors included numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis. The path model showed "only number knowledge and numerosity discrimination were unique predictors of arithmetic development". No effect size is printed in the available record.

"Although all predictors (except finger gnosis) were moderate to strong correlates of arithmetic, a latent variable path model showed that only number knowledge and numerosity discrimination were unique predictors of arithmetic development over the 1st year of formal education."

Discussion¶

Learner Variables¶

• Number Sense — predictor: learners who differ on it differ in outcomes

Related Claims¶

• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• School-entry assessment of numerosity judgments and Arabic number knowledge may identify children at risk of arithmetic difficulties — possibly the same claim (merge candidate)
• Preschool counting skills and number knowledge directly predict formal arithmetic skills in primary school, together accounting for 40–46% of variance — related
• Behavioral nonsymbolic numerosity acuity (RT and accuracy ratio effects) does not reliably predict formal math achievement in typical to high-achieving participants aged 6 to 34 — related