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<p>Spontaneous focusing on numerosity (SFON) refers to one’s self-inclination to focus on and utilize exact numerical and quantitative elements of their surroundings. Previous research has shown a positive correlation between SFON and various early mathematical skills. However, the underlying mechanism behind this relation remains unclear. This study therefore aims to fill this research gap by investigating the mediating role of symbolic numerical skills in the association between SFON and arithmetic performance among preschoolers in Hong Kong. Two potential mediators, namely cardinality and symbolic numerical magnitude representation, were examined. A sample of 163 preschoolers (<i>M</i> = 5.47&#xa0;years, <i>SD</i> = 8.13&#xa0;months) in Hong Kong completed a series of tasks on SFON (i.e., posting task and stamping task), cardinality, symbolic numerical magnitude representation, arithmetic performance, and working memory (serving as the control variable). A positive association between SFON and arithmetic performance was found. Mediation analysis showed that symbolic numerical magnitude representation served as a full mediator of the pathway from SFON to arithmetic performance. Understanding these relations and the mediating factors involved can contribute to the development of effective early mathematical education strategies and provide a more comprehensive explanation of how SFON is associated with the arithmetic performance of preschoolers.</p>

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Mediation effect of symbolic numerical skills on the relation between SFON and arithmetic performance among preschoolers

  • 期刊论文

  • 发表日期：

    2025年12月27日

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  • Wendy Lok Wing Tsoi,
  • Terry Tin-Yau Wong,
  • Winnie Wai Lan Chan

摘要

Spontaneous focusing on numerosity (SFON) refers to one’s self-inclination to focus on and utilize exact numerical and quantitative elements of their surroundings. Previous research has shown a positive correlation between SFON and various early mathematical skills. However, the underlying mechanism behind this relation remains unclear. This study therefore aims to fill this research gap by investigating the mediating role of symbolic numerical skills in the association between SFON and arithmetic performance among preschoolers in Hong Kong. Two potential mediators, namely cardinality and symbolic numerical magnitude representation, were examined. A sample of 163 preschoolers (M = 5.47 years, SD = 8.13 months) in Hong Kong completed a series of tasks on SFON (i.e., posting task and stamping task), cardinality, symbolic numerical magnitude representation, arithmetic performance, and working memory (serving as the control variable). A positive association between SFON and arithmetic performance was found. Mediation analysis showed that symbolic numerical magnitude representation served as a full mediator of the pathway from SFON to arithmetic performance. Understanding these relations and the mediating factors involved can contribute to the development of effective early mathematical education strategies and provide a more comprehensive explanation of how SFON is associated with the arithmetic performance of preschoolers.