Number-word sequence skill and arithmetic performance.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Early arithmetic skills are crucial for academic success.
• Understanding the foundational cognitive processes supporting mathematical development is essential.
• The number-word sequence is a fundamental concept in early number understanding.

Purpose of the Study:

• To investigate the relationship between number-word sequence skill and arithmetic performance in young children.
• To explore how counting on the number-word sequence influences arithmetic strategy development.
• To identify the role of specific arithmetic tasks, like solving doubles, in this relationship.

Main Methods:

• Two studies were conducted with children aged 4–8 years.
• Participants engaged in forward and backward counting on the number-word sequence.
• Arithmetic problems were solved, followed by interviews on solution strategies.

Main Results:

• Number-word sequence skill significantly predicted both the quantity of arithmetic problems solved and the strategies employed.
• Solving doubles problems acted as a mediator between number-word sequence skill and overall arithmetic performance.
• Improved counting skills correlated with the detection of number-word sequence regularities.

Conclusions:

• Proficiency in the number-word sequence is a key predictor of early arithmetic abilities.
• Counting on the number-word sequence serves as an foundational strategy for solving arithmetic problems.
• Developing number-word sequence skills enables children to devise more sophisticated and accurate arithmetic strategies.