Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Symbolic number identification and comparison were consistently uniquely predictive of all four grade 1 math outcomes, and adding them eliminated the unique contribution of counting variables, while the reverse was not true. → Martin Rebecca B. 2014

Evidence¶

Martin Rebecca B. 2014¶

Martin Rebecca B., Cirino Paul T., Sharp Carla, Barnes Marcia. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.05.006

q3 · i? · associational · r2

Hierarchical regression models in a longitudinal study of 193 children assessed in kindergarten and grade 1 found that "the symbolic number variables were consistently uniquely predictive" across fluency, computation, applied problems, and story problems, with counting contributions becoming non-significant.

"However, when the symbolic number variables were added, these were consistently uniquely predictive, and the contributions of the counting variables became no longer significant. Though differential contribution of domain general variables to the outcomes was not specifically hypothesized"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Conceptual counting uniquely predicts fluency, computation, and applied problems but not story problems; procedural counting uniquely predicts only applied problems — related
• Phonological awareness and verbal working memory are the most consistently unique domain general predictors of grade 1 math outcomes — related
• Kindergarten predictors correlate robustly with grade 1 math outcomes, weakest for computation — related
• Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors — possibly the same claim (merge candidate)
• ANS acuity correlates with later number sets fluency but does not emerge as a unique predictor once symbolic knowledge is controlled — related
• Number sense measures are non-significant predictors of math once more robust predictors are included — related
• Symbolic magnitude comparison is a robust and consistent longitudinal predictor of children's future mathematical achievement across kindergarten, grade 1 and grade 2 — related