The sense of number and success in teaching mathematics at primary school age: a cross-longitudinal analysis

 
PIIS020595920000831-0-1
DOI10.31857/S020595920000831-0
Publication type Article
Status Published
Authors
Occupation: professor
Affiliation: Federal State Budgetary Educational Institution of Higher Education
Address: Russian Federation
Occupation: professor
Affiliation: Federal State Budgetary Institution “Psychological Institute of RAO”
Address: Russian Federation
Journal namePsikhologicheskii zhurnal
EditionVolume 39 № 6
Pages47-58
Abstract

The current article presents the results of a longitudinal investigation of the relationship between number sense and mathematical achievement across the primary school years. We analyzed the data of 133 participants from the Russian Longitudinal Study of Academic Achievement on symbolic and non-symbolic number sense ability and mathematical achievement in Grades 3 and 4. The mean age at Grade 3 was 9.82 years (SD = 0.3) and 10.82 years at Grade 4 (SD = 0.3). We used the cross-lagged analysis to explore the causal relationship between number sense and mathematical achievement. Our analysis revealed that the reciprocal model best described the empirical data suggesting the cross-lagged relation between number sense accuracy and academic achievement in Math. The results of our longitudinal study have shown differences in the association the mathematical achievement with the two aspects of number sense – symbolic and non-symbolic representation. Thus, mathematical achievement in Grade 3 predicted only the symbolic estimation ability in Grade 4. On the contrary, mathematical achievement at Grade 3 had no significant effect on another aspect of number sense, non-symbolic estimation ability, by the end of primary school. We also found differences in the stability of the two aspects of number sense at primary school age. Thus, non-symbolic number sense ability was the most stable over time. The results were discussed in the context of a theoretical problem of the association of cognitive development and school education.

Keywordsnumber sense, mathematical achievement, primary school years, cross-lagged analysis, education, development
AcknowledgmentThe study was supported by the Russian Science Foundation, project No. 17-78-30028.
Received22.12.2018
Publication date22.12.2018
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