Abstract
The present study examined additive composition as a longitudinal predictor for symbolic numerical magnitude comparison. Two hundred and twenty-four Chinese kindergarteners (Mage= 63.76 months; 103 boys, 121 girls) participated in this study across three waves of cognitive assessments. Cross-lagged panel analyses showed that additive composition predicted symbolic numerical magnitude comparison longitudinally but not vice versa. The cross-lagged effects remained significant beyond the influence of general intelligence, working memory, nonsymbolic magnitude comparison, and counting abilities. Theoretically, this study suggests that additive composition is a key factor underlying the exact representational system of numbers. It also entails educational implications that understanding the quantitative relations between numbers should be the focus of learning and teaching in early childhood mathematics education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
