Numerical Estimation Biases as Developmental Markers of Number Acquisition: The Effect of Socioeconomic Background

• In Event: AERA Poster Session 2
  In Poster Session: Mathematics Learning

Abstract

Transcoding from symbolic to non-symbolic number representations, and vice versa, has been proposed as a cognitive marker for development of basic numerical skills, but it is no clear what environmental factors mediate in this process. This research aimed to investigate number mappings in kindergarteners and to test the effect of socioeconomic status. 151 kindergarteners (4 to 5 and 5 to 6 years old) were assessed with estimation tasks (symbolic to non-symbolic and the opposite). Results showed significant biases in the non-symbolic to symbolic task in all socioeconomic groups. An inconsistent bias was found in the symbolic to non-symbol mapping task that was dependent soecioeconomic background. Older children and higher socioeconomic backgrounds over-estimated when transcoding from symbolic to non-symbolic numerical stimuli.

Author

• Christian Peake, Universidad Diego Portales