Kindergarteners’ Symbolic Number Abilities Predict Non-Symbolic Number Abilities and Math Achievement in Grade 1

Research has shown that two different, though related ways of representing magnitude play foundational roles in the learning of classroom math abilities: a non-verbal, approximate number system (ANS) and an exact, symbolic number system (SNS). While there have been a multitude of studies suggesting that the ANS and SNS are important predictors of math achievement (MA), there has recently been substantial debate regarding whether and how these basic numerical competencies may be developmentally interrelated. Specifically, there has been discussion on whether children’s ANS abilities predict later SNS abilities (the mapping account) or children’s SNS abilities predict later ANS abilities (the parallel development account). We modelled and contrasted multiple theoretical predictions posited by these two developmental accounts using multiple longitudinal path models. Our sample included 622 kindergarten children (M = 62 months, SD = 3.5), whose ANS, SNS and mixed-comparison skills were assessed over three time points and MA assessed over four time points. Results were most consistent with the parallel development account, suggesting that earlier SNS abilities are consistently the strongest predictor of ANS abilities, mixed-comparison abilities, and MA. Notably, our results demonstrated that, when individual models are examined in isolation, model fit either reached or approached adequate fit for all models tested. This highlights the need for future research to contrast competing accounts, as our results suggest that the examination of any one account in isolation may lead to misleading theoretical conclusions. In sum, our results are consistent with the view that children’s SNS abilities predicts later ANS abilities.