Sammendrag
This study investigated relations between number sense and nonverbal and verbal reasoning in 75
Norwegian grade 1 students. Number sense was measured by a digital assessment utilising eight
components of the foundational number sense (FoNS) framework in combination with reasoning
measures. Analysis revealed that number sense related moderately to verbal reasoning and
moderately to strongly to nonverbal reasoning. However, number sense components correlated
differently to the two reasoning types. Our results support, extend, and contradict previous research,
perhaps due to how number sense was operationalised and measured. We found arithmetic to be the
component with the strongest correlation to both nonverbal and verbal reasoning, while estimation
did not correlate significantly to any reasoning types. We discuss individual variations and the use
of visual and verbal task demands, particularly number lines, to support or estimate.
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