Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the Elfe cohort
Bibliographic Data
| ID | 7675916 |
|---|---|
| Authors | Jean‐paul Fischer (0000-0002-7471-6891, Laboratoire 2LPN Université Lorraine Nancy France), Xavier Thierry (0000-0003-3614-2513, Institut national d’études démographiques Aubervilliers France) |
| Year | 2021 |
| Volume | 91 |
| Issue | 1 |
| Pages | 286-299 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12363 |
| PMID | 32627179 |
| OpenAlex | W3038206631 |
| Language | EN |
| Citations received | 3 |
| References cited | 25 |
BACKGROUND: Young children's mathematics abilities may be divided between symbolic and non-symbolic skills. Lower performance of SES disadvantaged versus advantaged children has already been established in symbolic math. AIM: This study aimed to verify the effect of children's SES category on non-symbolic mathematical (numerical) performance. SAMPLE: The main sample comprises 4,955 children from the French longitudinal study, ELFE, tested when they were in the nursery school (4- to 5-year-olds). METHOD: The distinction between symbolic and non-symbolic math skills based on the specific math assessment items used in the present study was verified on a larger sample. The SES-related difference in non-symbolic math skills was then examined in the ELFE sample only. RESULTS: The children's performance in non-symbolic maths is significantly and almost as strongly correlated with their family's income and their mother's level of education as their performances in symbolic maths. Linear regression mixed-effects modelling shows that the score in non-symbolic maths (out of 100) of children from families with below median income is 3.8 points lower than that of their peers from families with above median income. CONCLUSION: Children from disadvantaged SES backgrounds perform significantly lower than those from advantaged backgrounds in non-symbolic maths. Even if non-symbolic math skills retain an educational interest, they should not reduce the importance of symbolic math skills in young children
Developmental psychology · Disadvantaged · Sample (material) · The Symbolic · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Mathematics · Mathematics Education and Teaching Techniques · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |