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PubMed · 15762943

Number-word sequence skill and arithmetic performance.

Bo S Johansson
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Abstract

In two studies, the role of the number-word sequence skill for arithmetic performance was investigated. In the first, children between 4 and 8 years of age were asked to count forward and backward on the number-word sequence and to solve arithmetic problems followed by post-solution interviews about solution procedures. The results demonstrated that the number-word sequence skill predicted both number of problems solved and strategy to solve the problems. In Study 2 it was found that solving doubles (e.g., 2 + 2 = ?) problems served as a link between the number-word sequence skill and the number of arithmetic problems solved. The findings suggest that counting on the number-word sequence may be an early solution procedure and that, with increasing counting skill, the child may detect regularities in the number-word sequence that can be used to form new and more accurate strategies for solving arithmetic problems.

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Analysis of VarianceChildChild DevelopmentChild, PreschoolFemaleHumansLearningMaleMathematicsProblem SolvingClinical TrialJournal ArticleRandomized Controlled TrialResearch Support, Non-U.S. Gov't

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Bo S Johansson. 2005. Number-word sequence skill and arithmetic performance.. https://doi.org/10.1111/j.1467-9450.2005.00445.x

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