The phrase "arithmetic competence" is correct and usable in written English.
It can be used to refer to someone's ability or skill level in performing arithmetic tasks or calculations.
Example: "The teacher assessed the students' arithmetic competence through a series of timed tests."
Alternatives: "numerical proficiency" or "mathematical skill".
Piaget's view had become standard by the nineteen-fifties, but psychologists have since come to believe that he underrated the arithmetic competence of small children.
Based on these results, we propose that nonverbal numerical quantity manipulation is one key factor that drives the link between the primitive number sense and symbolic arithmetic competence.
This ability enables the individual to organize and relate ideas to each other and is related to reading and arithmetic competence (Baddeley, 2000; Diamond, 2013).
The debate here is especially interesting because although both sides are Nativist in that both accept innate 'numerical' systems there are still learning elements in play in the search for an adequate psychological account of our distinctive arithmetic competence.
In a recent randomized controlled intervention study in adults, we demonstrated that repeated training on a non-symbolic approximate arithmetic task resulted in improved exact symbolic arithmetic performance, suggesting a causal relationship between the primitive number sense and arithmetic competence.
Findings from behavioral studies of normal development of spatial number representations and arithmetic competence contribute to the interpretation of our results.
It includes standardized measures of subject's competence in arithmetic, fluency speaking Spanish, and Spanish literacy (Chronbach's alpha = 0.77).
Competence in arithmetic and literacy were determined through oral and reading tests and proficiency in spoken Spanish was determined by the interviewer [63].
The main motivation to focus on magnitude representation in young children is the finding that early mathematical competence predicts future arithmetic performance (Booth & Siegler, 2008) and later achievement (Duncan et al., 2007).
Our longitudinal data indicate that children's numerical processing skills at primary school entrance were predictively related to their future competence in single-digit arithmetic and their reliance on arithmetic fact retrieval.
Social competence subscale scores were positively correlated with arithmetic and theory of mind scores.
