Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? When number word and symbol mastery was entered before non-symbolic addition performance, non-symbolic numerical performance no longer contributed significantly to school mathematics achievement (R2 change = .007, p = .286). → Gilmore Camilla K. 2010
Evidence¶
Gilmore Camilla K. 2010¶
Gilmore Camilla K., McCarthy Shannon E., Spelke Elizabeth S. (2010). Non-symbolic arithmetic abilities and achievement in the first year of formal schooling in mathematics. Cognition. https://doi.org/10.1016/j.cognition.2010.02.002
q3 · i? · associational · r2
Three hierarchical regression analyses were performed on Experiment 2 data. In model 1, both non-symbolic addition (R2 change = .033, p = .036) and symbolic number knowledge (R2 change = .084, p < .001) contributed to school mathematics achievement after verbal IQ and literacy; in model 2 non-symbolic addition strongly predicted number symbol mastery (R2 change = .041, p = .017).
"In this analysis, non-symbolic numerical performance no longer contributed significantly to children’s school mathematics achievement (Table 3, model 3)."
Discussion¶
Learner Variables¶
- Number Sense — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Non-symbolic arithmetic performance correlates with children's mastery of number words and Arabic symbols (Experiment 2) — related
- Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) — related
- Kindergarten children's non-symbolic addition performance correlates with end-of-year mathematics achievement, independent of literacy (Experiment 1) — related
- ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — a broader claim this one bears on
- Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
symbol-mastery-mediates-nonsymbolic-math-link |
title |
Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression |
description |
Symbol mastery accounts for the association between non-symbolic arithmetic and school mathematics achievement in hierarchical regression |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gilmore-camilla-k-2010 |
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