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

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

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 arithme...

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Bibliographic Details
Published in:Psicologia, reflexão e crítica Vol. 35; no. 1; pp. 27 - 9
Main Authors: Zhou, Hui, Tan, Qiutong, Ye, Xiaolin, Miao, Lujia
Format: Journal Article
Language:English
Published: Cham Springer International Publishing 14-09-2022
Springer Nature B.V
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
SpringerOpen
Subjects:
Behavioral Science and Psychology
Biological Psychology
Childrens mathematics puzzles
Cognitive ability
Developmental Psychology
Education
Health Psychology
Influence
Intelligence
Longitudinal studies
Mathematical performance
Mediating effect
Nonverbal intelligence
Number sense
Number systems
PHYSICS, MULTIDISCIPLINARY
Primary school
Psychological Methods/Evaluation
Psychology
Psychology Research
Psychometrics
Skills
Mathematical performance
Primary school
Nonverbal intelligence
Number sense
Mediating effect
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Summary: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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ISSN:0102-7972
1678-7153
1678-7153
DOI:10.1186/s41155-022-00231-1