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Visuo-spatial abilities are key for children’s verbal number skills

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Academic year: 2021

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Véronique CORNU

1

, Romain MARTIN

2

& Caroline HORNUNG

1

1

Luxembourg Centre for Educa4onal Tes4ng (LUCET), University of Luxembourg, Esch-Belval (Luxembourg)

2

University of Luxembourg, Esch-Belval (Luxembourg)

Contact: [email protected]

Visuo-spa@al abili@es are key for children’s verbal number skills

•

 

The acquisi4on of number words and their meaningful use (« verbal number skills ») represents a milestone in

early mathema4cal development taking place in the preschool years (1)

•

 

Different research studies highlight the importance of verbal abili@es (VA; e.g. 2,3,4 ) and/or visuo-spa@al

abili@es (VSA; 5,6,7) for mathema4cal development

•

 

Understanding the role of verbal and/or visuo-spa4al abili4es for the development of verbal number skills is

important with regard to effec4ve prac4ces in early childhood educa4on and interven4on

Theore@cal background

What is the nature of verbal number skills?

Are they are primarily verbal, or do they call upon other math-related processes, such as visuo-spa4al abili4es?

Research ques@on

Références

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