Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance

Detalhes bibliográficos
Autor(a) principal: Zhou,Hui
Data de Publicação: 2022
Outros Autores: Tan,Qiutong, Ye,Xiaolin, Miao,Lujia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100221
Resumo: Abstract The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability.
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spelling Number sense: the mediating effect between nonverbal intelligence and children's mathematical performanceNumber senseNonverbal intelligenceMathematical performanceMediating effectPrimary schoolAbstract The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100221Psicologia: Reflexão e Crítica v.35 2022reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-022-00231-1info:eu-repo/semantics/openAccessZhou,HuiTan,QiutongYe,XiaolinMiao,Lujiaeng2022-10-13T00:00:00Zoai:scielo:S0102-79722022000100221Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2022-10-13T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
title Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
spellingShingle Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
Zhou,Hui
Number sense
Nonverbal intelligence
Mathematical performance
Mediating effect
Primary school
title_short Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
title_full Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
title_fullStr Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
title_full_unstemmed Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
title_sort Number sense: the mediating effect between nonverbal intelligence and children's mathematical performance
author Zhou,Hui
author_facet Zhou,Hui
Tan,Qiutong
Ye,Xiaolin
Miao,Lujia
author_role author
author2 Tan,Qiutong
Ye,Xiaolin
Miao,Lujia
author2_role author
author
author
dc.contributor.author.fl_str_mv Zhou,Hui
Tan,Qiutong
Ye,Xiaolin
Miao,Lujia
dc.subject.por.fl_str_mv Number sense
Nonverbal intelligence
Mathematical performance
Mediating effect
Primary school
topic Number sense
Nonverbal intelligence
Mathematical performance
Mediating effect
Primary school
description Abstract The study explored the mediating effect of number sense between nonverbal intelligence and children's mathematical performance. The sample consisted of 131 pupils in Shaoxing City of China from grades 1, 3, and 5. The students completed measures of nonverbal intelligence, number sense, basic arithmetic ability, mathematical performance, rapid automatized naming, and working memory. Results show that although all variables significantly relate with each other (all p < .01), only nonverbal intelligence, number sense, and basic arithmetic ability significantly affect children's mathematical performance (all p < .01). According to multiple-mediation model, nonverbal intelligence significantly predicts children's mathematical performance through number sense and basic arithmetic ability. These findings suggest that domain-specific mathematical skills play a prominent role in children's mathematical performance in primary school, rather than domain-general cognitive functions. Educators should pay attention to develop children's number sense in order to improve children's mathematical ability.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100221
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722022000100221
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-022-00231-1
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.35 2022
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
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