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Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the ELFE cohort

Abstract : Are differences between social classes reduced by non-symbolic numerical tasks? Evidence from the ELFE cohort Background. Young children's mathematics abilities may be divided between symbolic and non-symbolic skills. Lower performance of SES disadvantaged versus advantaged children has already been established in symbolic math. Aim. This study aimed to verify the effect of children's SES category on non-symbolic mathematical (numerical) performance. Sample. The main sample comprises 4,955 children from the French longitudinal study, ELFE, tested when they were in the nursery school (4-to 5-year-olds). Method. The distinction between symbolic and non-symbolic math skills based on the specific math assessment items used in the present study was verified on a larger sample. The SES-related difference in non-symbolic math skills was then examined in the ELFE sample only.
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https://hal.univ-lorraine.fr/hal-02950526
Contributor : Jean-Paul Fischer <>
Submitted on : Monday, September 28, 2020 - 9:23:32 AM
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Jean-Paul Fischer, Xavier Thierry. Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the ELFE cohort. British Journal of Educational Psychology, Wiley, In press, ⟨10.1111/BJEP.12363⟩. ⟨hal-02950526⟩

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