Symbolic and Non-Symbolic Math Ability in Children: A meta-analysis
Numerous studies have concluded that the approximate number system (ANS) plays a key role in the emerging understanding of math’s symbolic components, which are related to the symbolic number system (SNS). This study aimed to examine the intensity of the association between mathematical abilities th...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Instituto de Investigaciones Psicológicas
2026
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/racc/article/view/45307 |
| Aporte de: |
| Sumario: | Numerous studies have concluded that the approximate number system (ANS) plays a key role in the emerging understanding of math’s symbolic components, which are related to the symbolic number system (SNS). This study aimed to examine the intensity of the association between mathematical abilities that originate from the ANS and those linked to the SNS in neurotypical children aged 2 to 13. It was also sought to identify possible moderators of this association through a meta-analysis. The results indicate a low to moderate correlation between symbolic and non-symbolic number skills. This association was not impacted by the effect of age or language of the children nor the type of symbolic task used to evaluate their symbolic math skills. |
|---|