Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later...

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Autores principales:	Vivian Reigosa-Crespo, Eduardo González-Alemañy, Teresa León, Rosario Torres, Raysil Mosquera, Mitchell Valdés-Sosa
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2013
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/6e47d413e4024a3caf8fc17c78c42382
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spelling	oai:doaj.org-article:6e47d413e4024a3caf8fc17c78c423822021-11-18T08:47:39ZNumerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.1932-620310.1371/journal.pone.0079711https://doaj.org/article/6e47d413e4024a3caf8fc17c78c423822013-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24255710/?tool=EBIhttps://doaj.org/toc/1932-6203The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.Vivian Reigosa-CrespoEduardo González-AlemañyTeresa LeónRosario TorresRaysil MosqueraMitchell Valdés-SosaPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 8, Iss 11, p e79711 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Vivian Reigosa-Crespo Eduardo González-Alemañy Teresa León Rosario Torres Raysil Mosquera Mitchell Valdés-Sosa Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
description	The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.
format	article
author	Vivian Reigosa-Crespo Eduardo González-Alemañy Teresa León Rosario Torres Raysil Mosquera Mitchell Valdés-Sosa
author_facet	Vivian Reigosa-Crespo Eduardo González-Alemañy Teresa León Rosario Torres Raysil Mosquera Mitchell Valdés-Sosa
author_sort	Vivian Reigosa-Crespo
title	Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
title_short	Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
title_full	Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
title_fullStr	Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
title_full_unstemmed	Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
title_sort	numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
publisher	Public Library of Science (PLoS)
publishDate	2013
url	https://doaj.org/article/6e47d413e4024a3caf8fc17c78c42382
work_keys_str_mv	AT vivianreigosacrespo numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy AT eduardogonzalezalemany numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy AT teresaleon numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy AT rosariotorres numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy AT raysilmosquera numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy AT mitchellvaldessosa numericalcapacitiesasdomainspecificpredictorsbeyondearlymathematicslearningalongitudinalstudy
_version_	1718421327842377728

Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

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