Symbolic and non-symbolic predictors of number line task in Italian kindergarteners

Abstract

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The number line estimation task (NLE) is often used as a predictor for broader measures of mathematical achievement. In spite of its popularity, it is still not clear whether the task is based on symbolic or non-symbolic numerical competence. In particular, there is only a very limited amount of studies investigating the relationship between NLE performance and symbolic vs. non-symbolic math skills in children who have not yet begun formal schooling. This study investigates the strength of the association between NLE performance and symbolic and non-symbolic tasks in young kindergarteners. Ninety two 5-year-old children completed the NLE task (range 0–100) and a battery of early numerical competence tests including symbolic-lexical tasks, symbolic semantic tasks, and non-symbolic semantic tasks. The relationship between symbolic and non-symbolic early numerical competence and NLE performance was analyzed using a regression model based on the Bayesian Information Criterion (BIC). Results show that only symbolic semantic tasks are significant predictors of NLE performance. These results suggest that symbolic numerical knowledge is involved in number line processing among young children, whilst non-symbolic knowledge is not. This finding brings new data to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing and supports the evidence of a primary role of symbolic number processing already in young kindergarteners.

Keywords

• number line estimation task
• symbolic numerical competence
• non-symbolic numerical competence
• kindergarteners
• mathematics
• number processing