Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement

What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children’s mathematics? In the literature, one notices several gaps and contradictory findings. We assessed a large sample in kindergarten, grade 1 and 2 on two well-kn...

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Bibliographic Details

Main Authors:	Iro Xenidou-Dervou, Dylan Molenaar, Daniel Ansari, Menno van der Schoot, Ernest C.D.M. van Lieshout
Format:	Default Article
Published:	2017
Subjects:	Cognitive development Mathematical cognition Nonsymbolic magnitude Symbolic magnitude comparison Approximate number system
Online Access:	https://hdl.handle.net/2134/23104
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