ERIC Number: EJ1425412
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: EISSN-1476-8275
The Relationship between Approximate Number System and Mathematical Achievement in 5-6 Years Children: A Parallel Mediation Analysis
Jingyang Hua; Yajie Zhang
Early Child Development and Care, v194 n4 p507-523 2024
Studies have demonstrated a significant correlation between the approximate number system (ANS) and early mathematical achievement. However, various explanations exist regarding the underlying cognitive mechanisms that underpin this association. The present study investigated whether the two hypotheses of inhibition control and visual form perception could explain the relationship between kindergarteners' ANS and mathematical achievements. In spring, data were collected from a sample of 180 kindergarteners (M[subscript age] = 5.77 years, SD = 0.59). A parallel mediation analysis was conducted to investigate the role of inhibition control and visual form perception in the link between ANS and math achievement. The results indicated an indirect effect of ANS on mathematical achievements through both inhibition control and visual form perception, with both mediators exhibiting a comparable magnitude. These findings highlight the significance of distinct cognitive abilities that can potentially enhance early mathematical advancement.
Descriptors: Mathematics Achievement, Number Systems, Kindergarten, Young Children, Foreign Countries, Inhibition, Self Control, Visual Perception, Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A