NUMBER SENSE AND MATHEMATICAL ACHIEVEMENT IN HIGH SCHOOL STUDENTS WITH DIFFERENT LEVELS OF MATHEMATICAL ABILITY
O.N. Ovcharova1, 2
1 Psychological Institute of the Russian Academy of Education, Moscow, Russia; 2 National Research Tomsk State University, Tomsk, Russia
The paper reports results of an investigation into number sense, general intelligence, and mathematical achievement in three groups of high school students selected for different levels of mathematical ability. Students (N=691) from 3 types of schools took part in the study: 1) specialised mathematics-physics school (with strict entry criteria); 2) specialised mathematics-physics school (with minimal entry criteria) and 3) standard state school (unselected; no entry criteria). The results showed statistically significant differences in number sense across the three groups, independent of any observed general intelligence differences.
Keywords: number sense, intelligence, mathematical achievement, individual differences.