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Direct linkBranyan, Helen; Cooper, Elisheva; Shaki, Samuel; McCrink, Koleen – Journal of Cognition and Development, 2023
During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1-5),…
Descriptors: Preschool Children, Memory, Spatial Ability, Number Concepts
Download full textFuchs, Lynn S.; Bucka, Nicole; Clarke, Ben; Dougherty, Barbara; Jordan, Nancy C.; Karp, Karen S.; Woodward, John; Jayanthi, Madhavi; Gersten, Russell; Newman-Gonchar, Rebecca; Schumacher, Robin; Haymond, Kelly; Lyskawa, Julia; Keating, Betsy; Morgan, Seth – What Works Clearinghouse, 2021
Recent intervention research has demonstrated success in raising the achievement level of students who are struggling with mathematics. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary mathematics intervention research into six easily comprehensible and practical…
Descriptors: Elementary School Mathematics, Intervention, Mathematics Instruction, Numbers
Salvaggio, Samuel; Masson, Nicolas; Andres, Michael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Behavioral studies have reported interactions between number processing and spatial attention, suggesting that number processing involves shifting attention along a mental continuum on which numbers are represented in ascending order. However, direct evidence for attention shifts remains scarce, the respective contribution of the horizontal and…
Descriptors: Eye Movements, Spatial Ability, Coding, Cognitive Processes
White, Jonathan J. – PRIMUS, 2017
A problem sequence is presented developing the basic properties of the set of natural numbers (including associativity and commutativity of addition and multiplication, among others) from the Peano axioms, with the last portion using von Neumann's construction to provide a model satisfying these axioms. This sequence is appropriate for…
Descriptors: Numbers, Sequential Learning, Active Learning, Inquiry
Gould, Peter – Mathematics Education Research Group of Australasia, 2016
Learning the sequence of number words in English up to 30 is not a simple process. In NSW government schools taking part in "Early Action for Success," over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could produce. Rather than…
Descriptors: Numbers, Sequential Learning, Mathematics Instruction, Kindergarten
Merkley, Rebecca; Shimi, Andria; Scerif, Gaia – ZDM: The International Journal on Mathematics Education, 2016
It is not yet understood how children acquire the meaning of numerical symbols and most existing research has focused on the role of approximate non-symbolic representations of number in this process (see Piazza, ("Trends in Cognitive" 14(12):542-551, 2010). However, numerical symbols necessitate an understanding of both order and…
Descriptors: Mathematics, Mathematics Instruction, Symbols (Mathematics), Number Concepts
Xu, Chang; LeFevre, Jo-Anne – Developmental Psychology, 2016
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of…
Descriptors: Young Children, Preschool Children, Numbers, Mathematics
