Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
Psicol. reflex. crit
;
35: 27, 2022. tab, graf
Artículo
en Inglés
| LILACS, INDEXPSI
| ID: biblio-1406426
ABSTRACT
The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability. (AU)
Texto completo:
Disponible
Índice:
LILACS (Américas)
Asunto principal:
Cognición
/
Inteligencia
/
Aprendizaje
/
Matemática
/
Memoria a Corto Plazo
Tipo de estudio:
Estudio pronóstico
Límite:
Niño
/
Femenino
/
Humanos
/
Masculino
País/Región como asunto:
Asia
Idioma:
Inglés
Revista:
Psicol. reflex. crit
Asunto de la revista:
Psicologia
Año:
2022
Tipo del documento:
Artículo
País de afiliación:
China
Institución/País de afiliación:
Huzhou University/CN
/
Shaoxing University/CN
/
Zhejiang Agriculture and Forestry University/CN
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