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Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities
Melissa E Libertus1, Lisa Feigenson, Justin Halberda
1Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA.
Journal of Experimental Child Psychology
|October 1, 2013
Summary
Children's ability to estimate numbers nonverbally is linked to their early math skills. This study shows number approximation precision predicts informal math abilities, but not formal math knowledge in young children.
Area of Science:
- Cognitive Development
- Educational Psychology
- Numerical Cognition
Background:
- Prior studies link nonverbal quantity approximation precision to school math performance.
- School mathematics relies on both informal (e.g., counting) and formal (e.g., math facts) abilities.
- The relationship between approximation precision and these distinct math abilities is not well understood.
Purpose of the Study:
- To investigate whether numerical approximation precision in children relates to both informal and formal mathematics abilities.
- To examine the predictive power of approximation precision on different facets of early mathematical competence.
Main Methods:
- Assessed numerical approximation precision in 85 children (ages 3-7) across four time points over two years.
- Measured informal and formal mathematics abilities using the Test of Early Mathematics Ability (TEMA-3) at the final assessment.
- Controlled for age and IQ in statistical analyses.
Main Results:
- Children's numerical approximation precision significantly correlated with their informal mathematics abilities.
- Approximation precision predicted informal mathematics abilities, even after controlling for age and IQ.
- No significant relationship was found between approximation precision and formal mathematics abilities.
Conclusions:
- Numerical approximation precision is associated with the development of informal mathematical skills in young children.
- These findings highlight the importance of the non-symbolic quantity system for early math development.
- Further research is needed to understand the dissociation between informal and formal math abilities in relation to numerical approximation.
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