Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency

Abstract

AbstractBackgroundRecent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks—‘Fluency hypothesis’.AimsThe current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels.SampleFour hundred and thirty‐seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later).MethodsNumber sense, arithmetic (addition and subtraction), spatial ability, visuo‐spatial working memory, perception, reaction time, character reading and general intelligence were measured.ResultsOur data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23–.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2.ConclusionOur data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense‐arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.