000			01513nam a22002057a 4500
005			20240115103021.0
008			240112b ||||| |||| 00| 0 eng d
022			_a0007-0998
100			_aShort, Dawn S.
245			_aThe relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4- and 5-year-old children _b(Journal Article)
260			_aUK _b: John Wiley and Sons Ltd _c, September 2023
300			_a641-657p.
440			_aBritish Journal of Educational Psychology _v, Volume 93, Part 3, September 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Background Early numeracy skills are associated with academic and life-long outcomes. Children from low-income backgrounds typically have poorer maths outcomes, and their learning can already be disadvantaged before they begin formal schooling. Understanding the relationship between the skills that support the acquisition of early maths skills could scaffold maths learning and improve life chances. Aims The present study aimed to examine how the ability of children from different SES backgrounds to map between symbolic (Arabic numerals) and non-symbolic (dot arrays) at two difficulty ratios related to their math performance.
650			_aMapping skills| Mathematics achievement| non-symbolic skills| socio-economic status| symbolic skills
700			_aMcLean, Janet F.
856			_uhttps://doi.org/10.1111/bjep.12582
942			_cPER
999			_c45178 _d45177