Non‐Symbolic Magnitude Processing Is a Strong Correlate of Symbolic Math Skills in Children From Ghana and Côte d'Ivoire

Abstract

The ability to understand and compare non-symbolic (e.g., dot arrays) and symbolic (e.g., Arabic numerals) magnitudes is a critical foundation for learning math. A meta-analysis has revealed that symbolic magnitude processing is a stronger predictor of math performance than non-symbolic, but the evidence base is restricted almost entirely to countries in the Minority World. It is unclear how the strength of the associations between symbolic and non-symbolic magnitude processing and math performance varies across contexts. An examination of cross-national similarities and differences in foundational numeracy skills is sorely needed. In the present study, we examine the predictive nature of symbolic and non-symbolic magnitude processing in school-aged children from Ghana (n = 350) and Côte d'Ivoire (CIV; n = 342), two West African countries in the Majority World. Contrary to prior studies from countries in the Minority World, we found that non-symbolic magnitude processing was a significant and unique predictor of math performance in 5- to 13-year-olds from Ghana. The strong association remains significant when controlling for symbolic magnitude processing, literacy, executive functioning, and socioemotional skills. A second preregistered study with participants from Côte d'Ivoire revealed the same pattern of results. These associations diverged from those that have been found in the Minority World and underscore the importance of taking a global perspective for understanding the cognitive precursors for math development. The data also highlight the potential use of the Numeracy Screener to measure children's understanding of numerical magnitude in classrooms around the world.