Spontaneous focusing on Arabic number symbols: A unique component of children’s early mathematical development?

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Mathematical Thinking and Learning Pub Date : 2020-10-01 DOI:10.1080/10986065.2020.1848273

Sanne Rathé, Joke Torbeyns, B. Smedt, L. Verschaffel

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引用次数: 1

Abstract

ABSTRACT Children’s spontaneous focusing on Arabic number symbols (SFONS) has been identified as a relevant component of their early mathematical development. This study investigated whether SFONS is a separate construct from spontaneous focusing on numerosity (SFON) and examined whether it is uniquely related to numerical abilities and mathematics achievement. Participants were 159 kindergartners (4-5-year-olds) who completed measures of SFONS, SFON, numerical abilities, mathematics achievement, spatial ability, and language ability. Confirmatory factor analysis revealed that a two-factor model representing a separate SFONS and SFON factor best fitted the data, indicating that SFONS is separate from SFON. Correlation and regression analyses showed that SFONS was associated with numerical abilities and mathematics achievement. These associations – except for verbal counting – remained after controlling for age, parental education, spatial ability, language ability, and SFON. These findings suggest that SFONS is a unique component of early mathematical development that deserves attention in early mathematics education.

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自发关注阿拉伯数字符号:儿童早期数学发展的独特组成部分?

儿童对阿拉伯数字符号的自发关注已被确定为其早期数学发展的相关组成部分。本研究调查了自发性关注数字能力(SFON)是否与自发性关注数字能力(SFON)是一个独立的构念，并考察了自发性关注数字能力是否与数学成绩有独特的关系。研究对象是159名幼儿园儿童(4-5岁)，他们完成了SFONS、SFON、数字能力、数学成就、空间能力和语言能力的测试。验证性因子分析显示，代表单独SFONS和SFON因子的双因子模型最适合数据，表明SFONS与SFON是分离的。相关分析和回归分析表明，SFONS与数值能力和数学成绩相关。在控制了年龄、父母教育程度、空间能力、语言能力和SFON之后，这些关联(除了言语计数)仍然存在。这些发现表明SFONS是早期数学发展的一个独特组成部分，值得早期数学教育的关注。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

6.20%

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