Number sense predicts arithmetic competence in young Chinese children: the role of visual spatial skills and inhibitory control

ABSTRACT

To examine the relationship between early number sense and later symbolic arithmetic competence and how they are connected in young Chinese children. The present study utilized a longitudinal sample of 115 Chinese children aged 3 to 6. Young children completed measures to assess number sense, visual spatial skills (in the fall of their second kindergarten year, K2), arithmetic competence (in the spring of their second kindergarten year, K3), working memory, verbal comprehension, and inhibitory control (in the fall of their first kindergarten year, K1). The results showed that number sense predicted arithmetic competence six months later. Meanwhile, visual spatial skills played a mediating role in this association, but it became non-significant when working memory, verbal comprehension, and inhibitory control were added as covariates. These longitudinal findings confirm the close association between number sense and arithmetic competence in young Chinese children.

KEYWORDS:

• Number sense
• visual spatial skills
• arithmetic competence
• inhibitory control
• young Chinese children

Acknowledgments

The authors would like to thank the children, families that took part in the study as well as the research assistants who assisted with data collection and analysis.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kejun Zheng

Kejun Zheng is an associate professor in the School of Psychology at Guizhou Normal University. Her research interests are in the areas of children and adolescent's developmental psychology. Specifically, she is interested in childhood and adolescence mathematical competence, and parenting.

Baolige Chao

Baolige Chao is a graduate of the School of Sociology and Psychology at the Central University of Finance and Economics. Her research interests are in educational psychology and social psychology, with a particular focus on the impact of social inequality on students' academic performance and psychological well-being.

Xiaoran Xue

Xiaoran Xue is a PhD student at Beijing Normal University. Her research interests are in the areas of children and adolescent's mathematical ability and spatial navigation ability, as well as online interventions for emotional problems like depression.

Li Zhang

Li Zhang is a professor in the School of Sociology and Psychology at Central University of Finance and Economics. Her research interests are in cognition and learning, including the development of children's mathematical competence and spatial skills, the influencing factors of mathematical learning.