Publication Date
| In 2025 | 6 |
Descriptor
Source
| Early Childhood Education… | 1 |
| Early Education and… | 1 |
| Grantee Submission | 1 |
| International Electronic… | 1 |
| Learning Disabilities… | 1 |
| Statistics Education Research… | 1 |
Author
| Ben Clarke | 2 |
| Emily Wilke | 2 |
| Keith Smolkowski | 2 |
| Madison Cook | 2 |
| Marah Sutherland | 2 |
| Taylor Lesner | 2 |
| Caroline Cohrssen | 1 |
| Colleen Maas | 1 |
| Colleen Oppenzato | 1 |
| Cristian Reyes | 1 |
| Daniza Rojas | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 6 |
| Journal Articles | 5 |
Education Level
| Early Childhood Education | 4 |
| Elementary Education | 3 |
| Higher Education | 3 |
| Postsecondary Education | 3 |
| Kindergarten | 2 |
| Preschool Education | 2 |
| Primary Education | 2 |
Audience
Location
| Australia | 1 |
| Chile | 1 |
| Massachusetts | 1 |
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTaylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Learning Disabilities Research & Practice, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency. Math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. However, while recent studies have found that growth in magnitude knowledge mediates fractions…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Taylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Grantee Submission, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency, and math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. While recent studies have found that growth in magnitude knowledge mediates fractions intervention…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Download full textEugenio Chandía; Patricia Fuentes Acevedo; Natalia Ruiz; Daniza Rojas; Mirian Baeza; Cristian Reyes – International Electronic Journal of Mathematics Education, 2025
The study investigates the knowledge profiles of elementary pre-service teachers (PST) concerning numbers and operations before their professional classroom practice. By validating an instrument through exploratory and confirmatory factor analyses, it identifies and categorizes the PST' performance into distinct profiles based on the mathematical…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Instruction, Pedagogical Content Knowledge
Caroline Cohrssen; Jill Fielding; Jo Bird – Early Childhood Education Journal, 2025
There is growing interest in mathematics learning progressions in early childhood education. Counting is a skill usually developed early in life. The application of the counting principles in early childhood typically entails counting objects. This poses challenges for learning about zero. Indeed, the word "zero" is seldom used in the…
Descriptors: Foreign Countries, Computation, Preschool Children, Preschool Education
Randall E. Groth; James P. Barry – Statistics Education Research Journal, 2025
Numerous variants of Kahneman and Tversky's (1972) hospital problem have been used to investigate intuitions about the Empirical Law of Large Numbers (eLLN). A largely separate line of research has focused on interactions between context knowledge and statistical reasoning. The present study merges these two lines of research by analyzing tertiary…
Descriptors: Problem Solving, Statistical Analysis, Thinking Skills, Hospitals
Xia Li; Colleen Maas; Colleen Oppenzato – Early Education and Development, 2025
Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Number Concepts, Mathematics Education
