Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years…

The study examines the validity of four commonly used early numeracy curriculum-based measurement (EN-CBM) tools in relation to math criterion measures. Additionally, the investigation examines the reporting quality of the included studies as related to important features of assessing CBM's technical adequacy. For inclusion in the meta-analysis,…

Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math…

This research examined how parents' math anxiety is associated with their controlling and autonomy-supportive involvement in children's math learning; the contribution of such involvement to children's math achievement was also evaluated. Parents (N = 562; 62% White, 21% Black; 65% with at least a bachelor's degree) of young elementary school…

Background: Previous studies indicated that working memory (WM) updating and WM capacity play essential roles in mathematical ability. However, it is unclear whether WM capacity mediates the effect of WM updating on mathematics, and whether the cascading effects vary with different mathematical domains. Aims: The current study aims to explore the…

Background/Context: Early childhood education research has consistently found evidence of immediate, positive effects on developmental outcomes. Despite these strong initial benefits, follow-up analyses often reveal that these effects fadeout in the years following participation (e.g., Bailey et al., 2017, Clements et al., 2013; Lipsey et al.…

Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved…

Math anxiety negatively predicts young children's math achievement. While some researchers have suggested that math anxiety may stem from poor math ability, others have argued that math anxiety occurs at all levels of math ability. An important question is whether math anxiety predicts math achievement over and above foundational math skills. We…

Math anxiety negatively predicts young children's math achievement. While some researchers have suggested that math anxiety may stem from poor math ability, others have argued that math anxiety occurs at all levels of math ability. An important question is whether math anxiety predicts math achievement over and above foundational math skills. We…

Research Findings: Two hundred and sixty-seven Chilean children from grades 1-3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math-gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited…

The study investigated the relationship between math anxiety in parents and teachers and math anxiety and math achievement in first- to third-grade children. The results indicate that math anxiety in fathers (but not mothers and teachers) is associated with math anxiety in first-grade children and third-grade girls. Math anxiety in mothers and…

To understand mathematics, children must interpret mathematics symbols. In this study, we designed a brief assessment of mathematics symbols for children in the elementary grades. For each of 23 symbols, children identified the symbol, provided the meaning of the symbol, and used the symbol. We assessed 297 children in Grades 1, 3, and 5. Internal…

Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical…

This study investigated the relative importance of three subdomains of early number competence (number, number relations, and number operations) in predicting later mathematics achievement in cross-sequential samples of pre-K, kindergarten (K), and first graders (N=150 at each grade). OLS-regression analyses showed that each subdomain predicted…

Children's ability to discriminate nonsymbolic number (e.g. the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest it may be due to a sharpening numerical representation or an improved ability…