ArticleFrontiers in psychology2019
Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Extent of magnitude representation deficit and relationship with arithmetic skills in children with 22q11.2DS.Orphanet journal of rare diseases · 2024Trial
- The relationship between numerical magnitude processing and math anxiety, and their joint effect on adult math performance, varied by indicators of numerical tasks.Cognitive processing · 2024Article
- Contributions of the psychology of mathematical cognition in early childhood education using apps.Frontiers in psychology · 2022Article
- Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications.Frontiers in psychology · 2020Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Magnitude comparison skills have been related to mathematics competence, although results in this area vary. The current study aimed to describe the performance of 75 children (aged 4-5 years) in two comparison tasks; and examine the strength of the relationship between each of the two tasks and mathematics competence level (MCL). Participants were assessed with the Early Numeracy Test which provides a global MCL score. Magnitude comparison skills were assessed with two tasks: a non-symbolic number comparison task and a spatial comparison task. Results of the Pearson correlation analysis showed a relationship between the two tasks with better performance in the spatial comparison task. Regression analysis with the stepwise method showed that only the non-symbolic number comparison task had a significant value in the prediction of the MCL pointing to the need to take these kinds of tasks into account in the first years of school.
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Registered trials
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