Children's ability to relate number a continuous quantity abstraction visualized as line is widely accepted be predictive of mathematics achievement. However, debate has emerged with respect how children's placements are distributed on this across development. In the current study, different models were applied longitudinal placement data get more insight into development representations in kindergarten and early primary school years. addition, developmental relations between mathematical...

Abstract Research has identified various domain‐general and domain‐specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the growth rates, namely between‐person within‐person change achievement is scarce. We assessed 334 mathematics‐specific early their general longitudinally across four time‐points within first second grades primary school. As expected, a constellation multiple contributed to starting level...

Abstract Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism still unclear. In addition, false gender stereotype that women are worse than men in can have a detrimental effect on women. The role endorsement of (mathematics–gender (MGS) endorsement) play may differ between and study, we investigated how MA relate arithmetic performance when...

Abstract Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how manipulate symbolic math and thus any formal instruction. It has assumed that tasks necessitate the allocation of Working Memory (WM) resources. WM consistently shown be an important predictor children's development achievement. The aim our study was uncover specific role in math. For this purpose, we conducted a dual‐task with preschoolers active phonological, visual,...

Abstract Number order processing is thought to be characterised by a reverse distance effect whereby consecutive sequences (e.g., 1–2–3) are processed faster than non-consecutive 1–3–5). However, there accumulating evidence that the not consistently observed. In this context, present study investigated whether presence of depends on familiarity being processed. Supporting proposal, Experiment 1 found was only when presented were considerably more familiar sequences. Additionally, sequence...

Symbolic (i.e., with Arabic numerals) approximate arithmetic large numerosities is an important predictor of mathematics. It was previously evidenced to onset before formal schooling at the kindergarten age (Gilmore et al., 2007) and assumed map onto pre-existing nonsymbolic abstract magnitudes) representations. With a longitudinal study (Experiment 1), we show, for first time, that symbolic demonstrate different developmental trajectories. In contrast Gilmore al.'s (2007) findings,...

How do kindergarteners solve different single-digit addition problem formats? We administered problems that differed solely on the basis of two dimensions: response type (approximate or exact), and stimulus (nonsymbolic, i.e., dots, symbolic, Arabic numbers). examined how performance differs across these dimensions, which cognitive mechanism (mental model, transcoding, phonological storage) underlies in each format with respect to working memory (WM) resources mental number line...

At the start of mathematics education children are often presented with addition and subtraction problems in form pictures. They asked to solve by filling corresponding number sentences. One type problem concerns representation an increase or a decrease depicted amount. A is, however, more difficult represent paper pictorially than increase. Within Cognitive Load Theory framework, we expected that commonly used would be harder slower because higher intrinsic cognitive load. We also...

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common held by children: operational and relational. The latter been widely operationalised in terms sameness values on each side sign, but it recently argued that substitution component relational equivalence should also be (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement definition is a...

Understanding whether a sequence is presented in an order or not (i.e., ordinality) robust predictor of adults' arithmetic performance, but the mechanisms underlying this skill and its relationship with mathematics remain unclear. In study, we examined (a) cognitive strategies involved ordinality inferred from behavioural effects observed different types sequences (b) also related to mathematical reasoning besides arithmetic. Experiment 1, participants performed arithmetic, test, task, which...

Mathematics anxiety (MA), general and test anxieties affect mathematics performance. However, little is known about how different profiles (i.e. individual configurations of forms) influence the relationship between MA performance in university students. To best our knowledge, studies that have categorized participants based on their investigated such groups differ other characteristics all been conducted only with children adolescents. Using latent profile analysis, we identified five UK...

Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments children with at-risk for dyscalculia scarce. The current study investigated line development first second grade, addition kindergarten predictors mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk,...

Abstract In order processing, consecutive sequences (e.g., 1‐2‐3) are generally processed faster than nonconsecutive 1‐3‐5) (also referred to as the reverse distance effect). A common explanation for this effect is that processing operates via a memory‐based associative mechanism whereby because they more familiar and thus easily retrieved from memory. Conflicting with proposal, however, finding often absent. possible these absences familiarity may vary both within across sequence types;...

Abstract Pictorial representations are often used to help children understand the situation described in a given number-sentence scheme. These static pictorial problems essentially attempt depict dynamic (e.g., one bird flies away while there three birds still sitting on fence). Previous research suggested that such decrease impose higher cognitive load than corresponding increase problems, even though both solved with addition. However, source of this is unclear. It could be direction...

Both adults and children are slower at judging the ordinality of non-consecutive sequences (e.g., 1-3-5) than consecutive 1-2-3). It has been suggested that processing is because it conflicts with intuition only count-list correctly ordered. An alternative explanation, however, may be people simply find difficult to switch between concepts order during judgement tasks. Therefore, in adult participants, we tested whether presenting separately would eliminate this switching demand thus improve...

Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as self-concept (M-self-concept), seem to modulate this association, the underlying mechanism still unclear. In addition, false gender stereotype that women are worse than men in can have a detrimental effect on women. The role endorsement of (MGS-endorsement) play may differ between and study, we investigated how MA M-self-concept relate arithmetic performance when considering one’s...

Some number-naming systems are less transparent than others. For example, in Dutch, 49 is named “negenenveertig,” which translates to “nine and forty,” i.e., the unit first, followed by decade. This known as “inversion property,” where morpho-syntactic representation of number name incongruent with its written Arabic form. Number word inversion can hamper children’s developing mathematical skills. But little about effects on adults’ numeracy, underlying mechanism, how a person’s bilingual...