Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 3 |
Since 2016 (last 10 years) | 4 |
Since 2006 (last 20 years) | 6 |
Descriptor
Predictor Variables | 6 |
Mathematics Skills | 5 |
Elementary School Students | 4 |
Cognitive Processes | 3 |
Computation | 3 |
Numeracy | 3 |
Young Children | 3 |
Age Differences | 2 |
Arithmetic | 2 |
Foreign Countries | 2 |
Individual Differences | 2 |
More ▼ |
Source
European Journal of… | 2 |
British Journal of… | 1 |
Infant and Child Development | 1 |
Journal of Educational… | 1 |
Journal of Experimental Child… | 1 |
Author
Verschaffel, Lieven | 6 |
Luwel, Koen | 3 |
Sekeris, Elke | 2 |
Van Dooren, Wim | 2 |
Boets, Bart | 1 |
Bouwens, Kelly | 1 |
De Smedt, Bert | 1 |
Ghesquiere, Pol | 1 |
Janssen, Rianne | 1 |
Van Hoof, Jo | 1 |
Vanluydt, Elien | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Elementary Education | 6 |
Early Childhood Education | 2 |
Grade 2 | 2 |
Grade 6 | 2 |
Kindergarten | 2 |
Primary Education | 2 |
Elementary Secondary Education | 1 |
Grade 1 | 1 |
Grade 4 | 1 |
Intermediate Grades | 1 |
Middle Schools | 1 |
More ▼ |
Audience
Location
Belgium | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Sekeris, Elke; Verschaffel, Lieven; Luwel, Koen – European Journal of Psychology of Education, 2022
Computational estimation is seen as an important mathematical competence. Little is known, however, about the mathematical skills that are predictive of early computational estimation development. The current study longitudinally followed a group of about 350 children at four time points: second (K2, 4-year-olds) and third grades of kindergarten…
Descriptors: Mathematics Skills, Computation, Predictor Variables, Kindergarten
Sekeris, Elke; Verschaffel, Lieven; Luwel, Koen – Infant and Child Development, 2021
Research distinguishes three types of arithmetic: exact arithmetic, computational estimation and approximate arithmetic. Little is, however, known about the interrelationship among these three arithmetic skills and the general cognitive and early numeracy skills that underlie these arithmetic skills. The current study investigates this…
Descriptors: Arithmetic, Computation, Mathematics Skills, Numeracy
Van Hoof, Jo; Verschaffel, Lieven; Van Dooren, Wim – British Journal of Educational Psychology, 2017
Background: Rational numbers are of critical importance both in mathematics and in other fields of science. However, they form a stumbling block for learners. One widely known source of the difficulty learners have with rational numbers is the natural number bias, that is the tendency to (inappropriately) apply natural number properties in…
Descriptors: Educational Psychology, Grade 6, Elementary School Students, Mathematics Skills
Vanluydt, Elien; Verschaffel, Lieven; Van Dooren, Wim – Journal of Educational Psychology, 2022
The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children's understanding of missing-value proportional situations, (b) investigating how children transition…
Descriptors: Logical Thinking, Thinking Skills, Young Children, Elementary School Students
De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol – Journal of Experimental Child Psychology, 2009
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…
Descriptors: Mathematics Achievement, Short Term Memory, Grade 2, Grade 1
Luwel, Koen; Verschaffel, Lieven – European Journal of Psychology of Education, 2008
Groups of mathematically strong and weak second-, fourth- and sixth-graders were individually confronted with numerosities smaller and larger than 100 embedded in one-, two- or three-dimensional realistic contexts. While one third of these contexts were totally unstructured (e.g., an irregular piece of land jumbled up with 72 cars), another third…
Descriptors: Elementary School Students, Problem Solving, Computation, Number Concepts