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

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Title: Non-Symbolic Magnitude Processing Is a Strong Correlate of Symbolic Math Skills in Children from Ghana and Côte d'Ivoire
Language: English
Authors: Stephanie Bugden (ORCID 0000-0001-7897-4532), Daniel Ansari (ORCID 0000-0002-7625-618X), Guilherme Lichand (ORCID 0000-0002-9118-1745), Esinam Ami Avornyo, Sharon Wolf (ORCID 0000-0002-8076-8399)
Source: Developmental Science. 2026 29(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: 5K99HD09832902
Document Type: Journal Articles
Reports - Research
Descriptors: Mathematics Skills, Foreign Countries, Developing Nations, Symbols (Mathematics), Cognitive Processes, Children, Early Adolescents, Literacy, Executive Function, Interpersonal Competence, Emotional Intelligence, Correlation
Geographic Terms: Ghana, Cote d'Ivoire
DOI: 10.1111/desc.70129
ISSN: 1363-755X
1467-7687
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.
Abstractor: As Provided
Notes: https://osf.io/hx8ve
Entry Date: 2026
Accession Number: EJ1504572
Database: ERIC
FullText Text:
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  Data: Non-Symbolic Magnitude Processing Is a Strong Correlate of Symbolic Math Skills in Children from Ghana and Côte d'Ivoire
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Bugden%22">Stephanie Bugden</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7897-4532">0000-0001-7897-4532</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Ansari%22">Daniel Ansari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7625-618X">0000-0002-7625-618X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Guilherme+Lichand%22">Guilherme Lichand</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9118-1745">0000-0002-9118-1745</externalLink>)<br /><searchLink fieldCode="AR" term="%22Esinam+Ami+Avornyo%22">Esinam Ami Avornyo</searchLink><br /><searchLink fieldCode="AR" term="%22Sharon+Wolf%22">Sharon Wolf</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8076-8399">0000-0002-8076-8399</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Symbols+%28Mathematics%29%22">Symbols (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink><br /><searchLink fieldCode="DE" term="%22Cote+d'Ivoire%22">Cote d'Ivoire</searchLink>
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  Data: 10.1111/desc.70129
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  Data: 1363-755X<br />1467-7687
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  Data: 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.
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  Data: 2026
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        Value: 10.1111/desc.70129
    Languages:
      – Text: English
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        PageCount: 21
    Subjects:
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Developing Nations
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      – SubjectFull: Ghana
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      – SubjectFull: Cote d'Ivoire
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      – TitleFull: Non-Symbolic Magnitude Processing Is a Strong Correlate of Symbolic Math Skills in Children from Ghana and Côte d'Ivoire
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