Work

Children’s Non-symbolic, Symbolic Addition and Their Mapping Capacity at 4–7 Years Old

Year: 2017

Type: article

Abstract: The study aimed to examine the developmental trajectories of non-symbolic and symbolic addition capacities in children and the mapping ability between these two. We assessed 106 4- to 7-year-old children and found that 4-year-olds were able to do non-symbolic addition but not symbolic addition. Five-year-olds and older were able to do symbolic addition and their performance in symbolic addition exceeded non-symbolic addition in grade 1 (approximate age 7). These results suggested non-symbolic addition ability emerges earlier and is less affected by formal mathematical education than symbolic addition. Meanwhile, we tested children's bi-directional mapping ability using a novel task and found that children were able to map between symbolic and non-symbolic representations of number at age 5. Their ability in mapping non-symbolic to symbolic number became more proficient in grade 1 (approximate age 7). This suggests children at age 7 have developed a relatively mature symbolic representation system.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2017.01203

Authors: Yanjun Li, Meng Zhang, Yinghe Chen, Xiaoshuang Zhu, Zhijun Deng, Shijia Yan

Institutions: Beijing Normal University, Rutgers, The State University of New Jersey, China Aerospace Science and Technology Corporation

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801