Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement.
Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement.
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学前班的数字发展：检查儿童近似数字系统和数学成绩的潜在中介因素。
DOI：
10.1037/edu0000698
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发表时间：
2021
影响因子：
4.9
通讯作者：
Purpura, David J.
中科院分区：
文献类型：
--
作者：
Scalise, Nicole R.;Purpura, David J.
有证据表明，近似数系统（ANS）和后来的数学成就之间存在联系。研究人员提出了这种关系的各种介质，包括执行功能（EF），数字知识和数学语言。本研究的目的是确定哪些因素介导的关系，学前儿童的ANS和他们的数学成绩的变化超过五个月的时间。我们收集了125名学龄前儿童（平均年龄= 4.2岁）在秋季和春季的数据。我们使用路径分析模型测试中介模型，控制儿童的秋季数学成绩，年龄，性别和父母的教育。EF是没有统计学意义的预测数学成绩时，控制。数字知识在个体中介和多重中介中均不起显著中介作用，而数学语言在个体中介和多重中介中起显著中介作用。虽然儿童的ANS预测他们以后的数学成就，这种关系是完全由儿童的数学语言中介。
There is evidence of a relation between the approximate number system (ANS) and later mathematics achievement. Researchers have proposed various mediators of this relation, including executive functioning (EF), numeral knowledge, and mathematical language. The goal of the present study was to determine which factors mediate the relation between preschoolers’ ANS and the change in their mathematics achievement over a five-month period. We collected data from 125 preschoolers (mean age= 4.2 years) in the fall and spring. We tested mediation models using path analysis models, controlling for children’s fall mathematics achievement, age, sex, and parent education. EF was not a statistically significant predictor of mathematics achievement when controls were included. Numeral knowledge was not a significant mediator, but mathematical language was a significant mediator in both individual mediation and multiple mediation models. Although children’s ANS predicts their later mathematics achievement, the relation is fully mediated by children’s mathematical language.