Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms to explore the psychological processes of the two. The current study investigated the relationship between symbolic and situational mathematics by determining the differences in cognitive correlates between the two in fourth‐grade children. Their symbolic and situational mathematics abilities were assessed using symbolic and situational enumeration tests under the same conditions. Several types of general cognitive abilities, language processing and academic achievements were also examined. Results showed that both situational and symbolic mathematics are crucial for mathematical achievement. Arithmetic computation is closely correlated with symbolic mathematics, whereas spatial processing and inductive reasoning ability are uniquely correlated with situational mathematics. The results suggest that situational and symbolic mathematics have separate cognitive correlates, which means the two are distinct in terms of psychological processing.

中文翻译：

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处理符号和情境数学的差异认知关联

符号数学和情境数学是数学知识的两种主要表示形式。尽管以往文献从教学实践、学习有效性和行为表现的角度研究了两者之间的关系，但仍缺乏认知机制的实证心理学研究来探讨两者的心理过程。目前的研究通过确定四年级儿童中符号数学和情境数学之间认知相关性的差异来调查两者之间的关系。他们的符号和情境数学能力是在相同条件下使用符号和情境枚举测试来评估的。还检查了几种类型的一般认知能力、语言处理和学术成就。结果表明，情境数学和符号数学对于数学成绩都至关重要。算术计算与符号数学密切相关，而空间处理和归纳推理能力与情境数学有着独特的相关性。结果表明，情境数学和符号数学具有独立的认知相关性，这意味着两者在心理处理方面是不同的。