The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

Gavin R Price,Lynn S Fuchs,Bert De Smedt

doi:10.1371/journal.pone.0148981

Abstract

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 3rd- 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.

Highlights

The development of effective numerical and mathematical skills is of critical importance for success in today’s society
The present study provides evidence in support of this hypothesis, showing that symbolic magnitude comparison fully mediates the relation between nonsymbolic magnitude comparison and math ability on two separate math achievement measures, even when controlling for reading ability and working memory
The present findings address an emerging debate regarding this ‘mediation hypothesis’ and the role symbolic number knowledge plays in facilitating the relation between nonsymbolic number processing and math achievement

Summary

Introduction

The development of effective numerical and mathematical skills is of critical importance for success in today’s society. A growing body of evidence suggests one critical foundation for math development is the ability to represent and manipulate nonsymbolic numerical magnitude (i.e., the number of items in a set of objects). Studies suggest this ability is present in human infants [5,6], preliterate human cultures [7], and even non-human primates [8,9]. This makes nonsymbolic magnitude processing an ideal candidate mechanism upon which numerical and mathematical skills may be scaffolded

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