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Related Experiment Videos

Number-word sequence skill and arithmetic performance.

Bo S Johansson1

  • 1Department of Teacher Education, University of Uppsala, Sweden.

Scandinavian Journal of Psychology
|March 15, 2005
PubMed
Summary
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Children

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.

Related Experiment Videos

  • 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.