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Category: Data

Description: In the present research, we present a model that captures the variable relations among measures of symbolic number processing and mathematical performance and test it by contrasting the performance of more- and less-skilled adults. The more-skilled adults were educated in China (n = 71) and the less-skilled adults were educated in Canada (n = 68). They completed a variety of symbolic number tasks, including measures of cardinal number knowledge (number comparisons), ordinal number knowledge (order judgments) and arithmetic fluency, as well as other mathematical measures, including fraction and algebra computations, complex number line performance, and numerical problem solving. We hypothesized that Chinese-educated individuals, whose mathematical experiences include a strong emphasis on acquiring fluent access to symbolic associations among numbers, would show more integrated number symbol knowledge compared to Canadian-educated individuals. Multi-group path analysis supported the symbol integration hypothesis.