Children's symbolic magnitude comparison performance improves significantly across all primary school grades¶

Claim · All claims
Evidence · 1 study · design r3 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q3 i3 One-digit subtest scores differed significantly between grades with a large effect (ηp² = .63), with all grades differing from each other. → Brankaer 2017

Evidence¶

Brankaer 2017¶

Brankaer, C., Ghesquière, P., & De Smedt, B. (2017). Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test). Behavior Research Methods, 49, 1361–1373. https://doi.org/10.3758/s13428-016-0792-3

q3 · i3 · design · r3

One-way ANOVA on the full sample (n = 1,588) comparing grades on the one-digit subtest, F(5,1582) = 538.55, ηp² = .63, with Tukey post-hoc tests showing every grade differed from every other. A similar pattern held for the two-digit subtest (ηp² = .57).

"Scores on the one-digit subtest var- ied significantly between the different grades, F(5,1582) = 538.55, p< .01, ηp 2 =. 63 ,a n dT u k e yp o s t - h o ct-tests revealed that all grades differed significantly from each other"

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it

Related Claims¶

• SYMP Test performance correlates moderately and significantly with mathematics achievement in every grade of primary school, for both one-digit and two-digit comparison — related
• Typically achieving children outperform children with mathematical learning difficulties on the SYMP one-digit subtest in Grades 1–5 and the two-digit subtest in Grades 2–5, but not in Grade 6 — related
• The association between one-digit comparison and mathematics achievement decreases across grades, while the two-digit association remains stable — related