Title:	EARLY NUMERICAL COMPETENCE AND NUMBER LINE TASK PERFORMANCE IN KINDERGARTENERS
Author(s):	Rachele Fanari, Carla Meloni and Davide Massidda
ISBN:	978-989-8533-68-5
Editors:	Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías
Year:	2017
Edition:	Single
Keywords:	Early numerical competence, number line task, kindergarteners, symbolic number knowledge
Type:	Full Paper
First Page:	70
Last Page:	76
Language:	English
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Paper Abstract:	This work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children’s early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a better predictor of NLT performance. Children completed an early number competence standardized test comprising symbolic semantic tasks (Arabic digit comparison and Arabic digit linear order), lexical tasks (numbers recognition and numbers reading), and non-symbolic semantic tasks (dots comparison and picture linear order), and the NLT 0–100. The relationship between early number competence (both symbolic and non-symbolic) and performance on the NLT was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the index BIC (Bayesian Information Criterion). Results show that symbolic number knowledge tasks (Arabic linear digits order and Arabic digits comparison) are the best predictors of performance on the NLT. This suggests that knowledge of the semantics of Arabic digits is more important than non-symbolic quantity knowledge in predicting number line task accuracy among young children. This finding brings additional evidence to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing.
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