Longitudinal study of symbolic and non-symbolic magnitude processing and its relationship with mathematical achievement

Abstract

tResearch on cognitive development suggests that the human being has a number sense called¨Approximate Number System¨(ANS). There are also different characteristics for the representation sys-tem of symbolic numbers, called¨Accuracy Number System¨. In this context, the aims of the study were:(a) to identify and longitudinally evaluate the development of symbolic and non-symbolic magnituderepresentation skills; and (b) analyse the relationships between these skills and mathematical achieve-ment. The present longitudinal study was carried out with a sample of 31 Early Childhood Educationparticipants, for two years, with four evaluations timing. Results suggested that at the age of 4 years,symbolic magnitude processing abilities increased quickly until they surpass non-symbolic ones. On theother hand, the comparison of symbolic magnitudes had a higher predictive value on mathematical per-formance at the ages evaluated. It is discussed whether these skills may be of interest as detection andassessment tools in the field of mathematics, as well as for interventions in students with mathematicslearning difficulties.