Bilateral Austria: three hundred-and-twenty-eight and 328: cross-format number integration and its relationship to mathematics performance

计算能力是识字的灰姑娘，研究得少得多，但对就业和生活成功的重要性至少与识字同等重要。这个研究项目将调查计算能力的基本原理的发展，数字单词和数字符号之间的联系，目的是确定低计算能力的潜在风险因素。进入小学的孩子需要从主要使用口头数字单词（例如“23”）转变为能够在听到口头数字单词时写下正确的阿拉伯数字字符串（例如“23”）。这被称为数字字转码，是数学发展的基础。本项目将从三个方面研究数字字与阿拉伯数字之间的转码。首先，我们将分析单个阿拉伯数字（例如，‘8’）和相应的数字单词（例如，‘8’）之间的映射，因为单个阿拉伯数字是所有阿拉伯数位字符串（例如，28732）的基本构建块。大多数小学生已经认识单个阿拉伯数字。我们认为，儿童在小学阶段数字和数字词之间映射的效率仍在提高。在这个项目中，我们将通过测量不同年龄儿童的映射效率来测试这一点。我们还会测量孩子的数学能力，看看映射的效率是否与他们的数学能力有关。其次，本项目将研究多位数字转码。这一点很重要，因为孩子们在小学里处理的大多数数字都是数位（例如，2015），而且指令通常是口头给出的（例如，“32”）。我们每年都会跟踪一年级到三年级的孩子，测试他们的数位转码能力以及其他数字技能。我们还将测试他们的数学成绩。这项研究将使我们能够确定，一个孩子在一年级时准确地转换数位的能力，是否比其他衡量数字技能的指标更能预测他们的数学能力在未来几年的发展。第三，数字词取决于一个人说的语言。进入小学的非母语儿童将不太熟悉母语数字单词及其与阿拉伯数字的映射。考虑到英国和整个欧洲的许多小学生的多语言环境，找出语言因素是否以及如果是，如何影响口语数字单词和阿拉伯数字之间的联系是很重要的。我们将通过比较来自英语和德语两种语言背景的单语儿童来研究语言对数字转码的影响。除了增加我们对数字转码过程的了解外，这个研究项目还将带来评估儿童数字技能的新方法，从长远来看，它将帮助那些在数学上挣扎的母语和非母语儿童。

Numeracy is the Cinderella of literacy, much less researched but at least as important for employment and life success as literacy. This research project will investigate the development of a fundamental principle of numeracy, the link between number words and number symbols, with the aim to identify potential risk factors for low numeracy.Children entering primary school need to shift from using mainly spoken numbers words (e.g., 'twenty-three') to being able to write down the correct multi-digit Arabic strings (e.g., '23') upon hearing spoken number words. This is called number word transcoding and fundamental for mathematical development.This project will investigate three aspects of transcoding between number words and Arabic digits. First, we will analyse the mapping between single Arabic digits (e.g., '8') and the corresponding number words (e.g., 'eight'), because the single Arabic digits are the basic building blocks for all Arabic multi-digit strings (e.g. 28732). Most children in primary school already know the single Arabic digits. We propose that the efficiency with which children map between digits and number words is still increasing in primary school. In this project we will test this by measuring the efficiency of the mapping in children of different ages. We will also measure children's mathematical ability to see whether the efficiency of the mapping is related to their mathematical ability. Secondly, this project will investigate multi-digit number transcoding. This is important because most of the numbers children are dealing with in primary school are multi-digit numbers (e.g., 2015) and instructions are often given verbally (e.g., 'thirty-two'). We will follow children from Year 1 to Year 3 and measure their ability to transcode multi-digit numbers as well as other number skills every year. We will also test their maths performance. This study will enable us to decide whether a child's ability to transcode multi-digits accurately in Year 1 predicts how their mathematical ability will develop over the next few years better than other measures of numerical skills.Thirdly, number words depend on the language a person speaks. Non-native children entering primary school will be much less familiar with native number words and their mapping to the Arabic digits. Given the multilingual context of many children in primary school in the UK and across Europe, it is important to find out whether and if so, how, language factors influence the association between spoken number words and Arabic digits. We will investigate the influence of language on number transcoding by comparing monolingual children from two language backgrounds: English and German. In addition to increasing our knowledge about the process of number transcoding, this research project will lead to new ways of assessing children's number skills and will in the long run help native and non-native children who struggle with maths.