TY - JOUR
T1 - Individual Differences in Kindergarten Math Achievement: The Integrative Roles of Approximation Skills and Working Memory
AU - Xenidou-Dervou, I.
AU - De Smedt, B.
AU - van der Schoot, M.
AU - van Lieshout, E.C.D.M.
PY - 2013
Y1 - 2013
N2 - Kindergarteners can conduct basic computations with large nonsymbolic (e.g. dots, objects) and symbolic (i.e. Arabic numbers) numerosities in an approximate manner. These abilities are related to individual differences in mathematics achievement. At the same time, these individual differences are also determined by Working Memory (WM). The interrelationship between approximation, WM and math achievement has been largely unexplored. Also, the differential role of nonsymbolic and symbolic approximation in explaining math competencies is yet unclear. We examined an integrative theoretical model on the association between approximation (addition and comparison) and WM in 444 kindergarteners. As expected, approximation entailed two distinct abilities (nonsymbolic and symbolic). Both abilities correlated with mathematics achievement (i.e. counting and exact arithmetic), even when WM was taken into account. The association between nonsymbolic approximation and math achievement was completely mediated by symbolic approximation skills. These findings add to our understanding of the cognitive architecture underlying kindergarten math achievement. © 2013 Elsevier Inc.
AB - Kindergarteners can conduct basic computations with large nonsymbolic (e.g. dots, objects) and symbolic (i.e. Arabic numbers) numerosities in an approximate manner. These abilities are related to individual differences in mathematics achievement. At the same time, these individual differences are also determined by Working Memory (WM). The interrelationship between approximation, WM and math achievement has been largely unexplored. Also, the differential role of nonsymbolic and symbolic approximation in explaining math competencies is yet unclear. We examined an integrative theoretical model on the association between approximation (addition and comparison) and WM in 444 kindergarteners. As expected, approximation entailed two distinct abilities (nonsymbolic and symbolic). Both abilities correlated with mathematics achievement (i.e. counting and exact arithmetic), even when WM was taken into account. The association between nonsymbolic approximation and math achievement was completely mediated by symbolic approximation skills. These findings add to our understanding of the cognitive architecture underlying kindergarten math achievement. © 2013 Elsevier Inc.
U2 - 10.1016/j.lindif.2013.09.012
DO - 10.1016/j.lindif.2013.09.012
M3 - Article
SN - 1041-6080
VL - 28
SP - 119
EP - 129
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -
