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The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3(rd)- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic dig...

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Detalles Bibliográficos
Autores principales: Price, Gavin R., Fuchs, Lynn S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4747497/
https://www.ncbi.nlm.nih.gov/pubmed/26859564
http://dx.doi.org/10.1371/journal.pone.0148981
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author Price, Gavin R.
Fuchs, Lynn S.
author_facet Price, Gavin R.
Fuchs, Lynn S.
author_sort Price, Gavin R.
collection PubMed
description This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3(rd)- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.
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spelling pubmed-47474972016-02-22 The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence Price, Gavin R. Fuchs, Lynn S. PLoS One Research Article This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3(rd)- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. Public Library of Science 2016-02-09 /pmc/articles/PMC4747497/ /pubmed/26859564 http://dx.doi.org/10.1371/journal.pone.0148981 Text en © 2016 Price, Fuchs http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Price, Gavin R.
Fuchs, Lynn S.
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title_full The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title_fullStr The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title_full_unstemmed The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title_short The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
title_sort mediating relation between symbolic and nonsymbolic foundations of math competence
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4747497/
https://www.ncbi.nlm.nih.gov/pubmed/26859564
http://dx.doi.org/10.1371/journal.pone.0148981
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