Core Systems of Number, Working Memory, and Early School Mathematics

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Two innate core systems of number (tested by means of non-symbolic addition, subitizing) help children to solve problems of all four basic arithmetic operations. Research indicates that some abilities based on these systems predict early mathematical competencies and later school success. However, to our knowledge, no study has investigated the predictive value of both core systems simultaneously while controlling for other cognitive predictors of early mathematics. In a two-year longitudinal study, we tested 62 first grade students for their core system abilities, working memory capacity and later mathematical achievement. We found that both core systems as well as central executive capacity predict first grade learning outcomes in mathematics, while only subitizing and central executive were predictors for second grade outcomes.

Authors

• Dominique Pierre Arndt, University Duisburg - Essen

• Katleen Sahr, University Duisburg - Essen

• Maria Opfermann, University of Duisburg-Essen

• Annemarie Fritz, University of Duisburg-Essen

• Detlev Leutner, University of Duisburg-Essen