Longitudinal study on the symbolic and non-symbolic magnitudes processing and their relationship with mathematical achievement

Abstract

Research 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 system 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 magnitude representation skills; and (b) analyze the relationships between these skills and mathematical achievement. The present longitudinal study was carried out with a sample of 31 Early Childhood Education participants, 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 the other hand, the comparison of symbolic magnitudes had a higher predictive value on mathematical performance at the ages evaluated. It is discussed whether these skills may be of interest as detection and assessment tools in the field of mathematics, as well as for interventions in students with mathematics learning difficulties.