Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2014 · 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? Adding symbolic number variables to models already containing demographics, domain general, and counting predictors significantly increased R2 for fluency (R2 change = .101), computation (R2 change = .099), applied problems (R2 change = .034), and story problems (R2 change = .042). → 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 for the fluency outcome showed the symbolic number step added R2 change = .101, p < .001, with "the only significant predictors were the symbolic number variables" plus verbal working memory. Comparable significant R2 changes were reported for the other three outcomes.
"Model 2b added symbolic number variables (symbolic number identification and symbolic number comparison), and the full model showed R2 = .495, R2 change = .101, p < .001. In this model, the only significant predictors were the symbolic number variables (both p < .001)"
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
- Kindergarten predictors correlate robustly with grade 1 math outcomes, weakest for computation — related
- Kindergarten symbolic number variables uniquely predict grade 1 math outcomes over and above counting and domain general predictors — possibly the same claim (merge candidate)
- Phonological awareness and verbal working memory are the most consistently unique domain general predictors of grade 1 math outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
symbolic-number-r2-change-grade1-math |
title |
Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors |
description |
Symbolic number predictors account for substantial additional variance in grade 1 math outcomes beyond counting and domain general predictors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martin-rebecca-b-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.