Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.

By Michael Schneider, Kassandra Beeres, Leyla Coban, Simon Merz, S. Susan Schmidt, Johannes Stricker, B. De Smedt. Developmental Science, 2017

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The role of general and number-specific order processing in adults’ arithmetic performance (2017, background): “More specifically, faster performance on the digit comparison task is related to higher scores on mathematics tests (Holloway & Ansari, 2009; Sasanguie, De Smedt, Defever, & Reynvoet, 2011; Sasanguie, Van den Bussche, & Reynvoet, 2012; for a meta-analysis, see Schneider et al., 2016).”
Bidirectional, Longitudinal Associations Between Math Ability and Approximate Number System Precision in Childhood (2018, background): “…suggests that symbolic representations and comparisons are more consistently and strongly related to math abilities than the nonsymbolic representations focused on here (De Smedt, Noël, Gilmore, & Ansari, 2013; Fazio et al., 2014; Lyons et al., 2014; Sasanguie et al., 2013; Schneider et al., 2016).”
Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior (2016, background): “Furthermore, a recent quantitative metaanalysis confirmed that effect sizes were stronger for the correlation between symbolic comparison and math competence than for nonsymbolic comparison and math competence [35].”
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, background): “A recent meta-analysis (Schneider et al., 2016) showed that the association between symbolic magnitude comparison and arithmetic was only moderate (i.”