초등학교 저학년의 수 감각 발달 양상 및 수학 학업성취도와의 관련성

초록

Number sense, which is essential for solving problems involving numbers and arithmetic, has been considered as a foundational skill in early mathematics learning. This study examined the development of number sense and its relation to mathematics achievement among lower elementary students using validated numerical cognition tasks. More specifically, we analyzed changes in the percentage of absolute error in the numberline estimation task, response times and accuracy in the number comparison and multiplication fact verification tasks, as well as decreases in the distance effect for number comparison and the problem size effect for multiplication fact verification. Results showed that as grade level increased, children demonstrated improved precision in representing numerical magnitudes on the numberline, extending from ranges of 0–100 to 0–1,000 and to fractions. Second, improvements were observed in both accuracy and reaction times on the number comparison and multiplication fact verification tasks. Third, estimation errors from the numberline estimation task, the slope of the distance effect in the number comparison task measured at second grade, and accuracy in the multiplication fact verification task significantly predicted mathematics achievement scores in the second semester of third grade. Taken together, these findings highlight the importance of number sense and support the use of numerical cognition tasks as diagnostic tools for assessing children’s readiness and comprehension in early mathematics learning.

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