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Number sense and mathematics: Which, when and how?

Maria G Tosto1, Stephen A Petrill2, Sergey Malykh3

  • 1Department of Psychology, Tomsk State University.

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Number sense, including estimation skills, is linked to mathematical ability. This relationship varies with age and is influenced by other cognitive factors, highlighting developmental nuances in mathematical learning.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Individual differences in number sense correlate with mathematical ability, but findings vary across studies.
  • Inconsistencies may arise from diverse definitions of number sense and mathematical ability, and varying sample characteristics.
  • Developmental and cultural contexts can influence the relationship between number sense and mathematical performance.

Purpose of the Study:

  • To investigate the relationship between number sense (specifically estimation ability) and mathematical ability in 16-year-old students.
  • To examine how this relationship changes across development (ages 7-16) and is moderated by other cognitive abilities.
  • To assess estimation using both number line and dot-comparison tasks.

Main Methods:

  • Assessed estimation ability in 4,984 16-year-old students using number line and dot-comparison tasks.
  • Utilized longitudinal cognitive and achievement data collected from ages 7 to 14.
  • Analyzed the strength and developmental trajectory of the link between number sense measures and mathematics, considering moderation by other cognitive abilities.

Main Results:

  • The two number sense measures showed a modest correlation (r = .22) but a moderate association with mathematics at age 16.
  • Both estimation measures were linked to earlier mathematics performance, though this association was inconsistent across developmental stages.
  • The relationship between number sense and mathematics was significantly moderated by other cognitive abilities.

Conclusions:

  • Estimation ability is a component of number sense that moderately predicts mathematical performance in adolescence.
  • The developmental link between number sense and mathematics is complex, varying across age and influenced by cognitive moderators.
  • Understanding these nuances is crucial for effective mathematics education and intervention strategies.