Longitudinal association between non-symbolic numerical representation and emerging math competence: The dynamic mediation effect from cardinal knowledge to ordinal skills

Abstract

To explore the longitudinal associations among non-symbolic numerical representation, mapping skills (i.e., cardinal principal knowledge and ordinal skills) and emerging math competence, a sample of 3-year-old (n = 106) and 4-year-old (n = 110) Chinese children were monitored for one year, from the beginning of the fall semester of the first year to the beginning of the second year. Math competence, non-symbolic numerical representation, cardinal knowledge, and ordinal skills were measured three times in total, with an interval of six months. Latent growth curve model showed that non-symbolic numerical representation and mapping skills prospectively predicted the initial level of emerging math performance, while only cardinal knowledge could predict the development of math for 3-year-old children, and only ordinal skills could predict the growth of math for 4-year-old children. Furthermore, the association between non-symbolic numerical representation and math competence was longitudinally mediated by cardinal-knower level in 3.5-year-old children and ordinal skills in 4.5-year-old children. These findings provide pathways in which the non-symbolic numerical representation serves as a platform for the growth of emerging math competence by understanding the meaning of symbolic numbers not only of ‘how much’ (cardinality) but also of ‘which position’ (ordinality).