Number‐word sequence skill and arithmetic performance

In two studies, the role of the number-word sequence skill for arithmetic performance was investigated. In the first, children between 4 and 8 years of age were asked to count forward and backward on the number-word sequence and to solve arithmetic problems followed by post-solution interviews about solution procedures. The results demonstrated that the number-word sequence skill predicted both number of problems solved and strategy to solve the problems. In Study 2 it was found that solving doubles (e.g., 2 + 2 = ?) problems served as a link between the number-word sequence skill and the number of arithmetic problems solved. The findings suggest that counting on the number-word sequence may be an early solution procedure and that, with increasing counting skill, the child may detect regularities in the number-word sequence that can be used to form new and more accurate strategies for solving arithmetic problems.