FoNS-aware children recognise number symbols and know associated vocabulary and meaning (Malofeeva et al. 2004). They can identify a particular number symbol from a collection of number symbols and name a number when shown that symbol (Clarke and Shinn 2004; Gersten et al. 2005; Van de Rijt et al. 1999; Yang and Li 2008). Children who experience difficulty with number recognition tend to experience later mathematical problems (Lembke and Foegen 2009), particularly with subitising (Koontz and Berch 1996; Stock et al. 2010). Alternatively, children who are able to recognise numbers are more able to manage multi-digit arithmetic than those who cannot (Desoete et al. 2012; Krajewski and Schneider 2009). Importantly, such skills are better predictors of later mathematics achievement than either general measures of intelligence or earlier achievement scores (Geary et al. 2009), effects lasting as late as adolescence (Geary et al. 2013).
References
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