Academisch en Creatief Getalbegrip en het Werkgeheugen als Moderator bij Basisschoolkinderen

Abstract

The present study aimed to examine relations between academic number sense and creative number sense and the role of working memory, including visuospatial- and verbal updating. Academic number sense is measured by a number line task and creative number sense is divided into fluency, flexibility and originality. The sample consisted of 8- to 10-year-old Dutch children (N = 67). Findings indicated that there is no significant correlation between academic and creative number sense. Only visuospatial updating seemed to play a substantial role in academic number sense. Furthermore, results showed no correlation between working memory and creative number sense. Finally, working memory did not moderate the relationship between academic number sense and creative number sense. For further research it is recommended to use a 0-1000 number line task and a bigger sample.