Malcolm Williams, Luke Sloan, Sin Yi Cheung, Carole Sutton, Sebastian Stevens, Libby Runham
Can't Count or Won't Count? Embedding Quantitative Methods in Substantive Sociology Curricula: A Quasi-Experiment
Sociology
many studies investigated association numerical magnitude processing skills assessed numerical magnitude comparison task broader mathematical competence eg counting arithmetic algebra correlations positive varied considerably strengths remains unclear whether extent strength associations differs systematically nonsymbolic symbolic magnitude comparison tasks whether age magnitude comparison measures mathematical competence measures additional moderators investigated questions means metaanalysis literature search yielded 45 articles reporting 284 effect sizes found 17201 participants effect sizes combined means twolevel randomeffects regression model effect size significantly higher symbolic r 302 95 ci 243 361 nonsymbolic r 241 95 ci 198 284 magnitude comparison task decreased slightly age correlation higher solution rates weber fractions alternative measures comparison proficiency higher mathematical competencies rely heavily processing magnitudes ie mental arithmetic early mathematical abilities others results support view magnitude processing reliably associated mathematical competence lifespan wide range tasks measures mathematical subdomains association stronger symbolic nonsymbolic numerical magnitude processing symbolic magnitude processing might eligible candidate targeted diagnostic screening instruments interventions schoolaged children adults