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Direct linkMcNeil, Nicole M.; Hornburg, Caroline Byrd; Devlin, Brianna L.; Carrazza, Cristina; McKeever, Mary O. – Child Development, 2019
Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective, longitudinal study was conducted with a diverse sample of 112 children from a midsized city in the Midwestern United States (M[subscript age] [second…
Descriptors: Individual Differences, Mathematics Skills, Mathematics Achievement, Longitudinal Studies
