NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 23 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Mix, Kelly S.; Bower, Corinne A.; Yuan, Lei; Hancock, Gregory R.; Smith, Linda B. – Educational Psychology, 2023
The current longitudinal study measured 279 kindergartners' (M[subscript age] = 5.76 years; SD = 0.55; 135 females) place value understanding using both approximate and syntactic measures based on previous evidence that early variation in performance on approximate measures was associated with subsequent syntactic place value understanding. In the…
Descriptors: Kindergarten, Number Concepts, Computation, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Hojnoski, Robin L.; Polignano, Joy C.; Caskie, Grace I. L. – Early Education and Development, 2023
Research Findings: This study examined age-based developmental trajectories of four key number sense (NS) skills within an accelerated longitudinal design. Using data from 408 preschoolers, ages 45 to 68 months, linear and latent basis growth curves were evaluated. Results indicated growth across NS skills was best represented as nonlinear for all…
Descriptors: Numeracy, Mathematics Skills, Preschool Children, Age Differences
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Yuting Liu; Peng Peng; Xueye Yan – Grantee Submission, 2025
In this meta-analysis of 54 longitudinal studies with over 58,000 students in kindergarten through 12th grade, we examined the predictive nature of early numeracy measured at or before the first year of formal schooling in relation to later mathematics. Results showed that early numeracy significantly predicted mathematics measured after 6 months…
Descriptors: Numeracy, Mathematics Skills, Mathematics Education, Predictor Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Lau, Nathan T. T.; Merkley, Rebecca; Tremblay, Paul; Zhang, Samuel; De Jesus, Stefanie; Ansari, Daniel – Developmental Psychology, 2021
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…
Descriptors: Kindergarten, Symbols (Mathematics), Mathematics Instruction, Predictor Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Bull, Rebecca; Lee, Kerry; Muñez, David – Journal of Educational Psychology, 2021
Difficulties in mathematics are argued to stem from impairments of a specialized system of numerical magnitude representation. This study investigates whether different measures of numerical magnitude understanding in kindergarten uniquely predict mathematical achievement concurrently and 6 months later, and also examines the relative explanatory…
Descriptors: Kindergarten, Mathematics Skills, Mathematics Achievement, Number Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Susperreguy, María Inés; Di Lonardo Burr, Sabrina; Xu, Chang; Douglas, Heather; LeFevre, Jo-Anne – Child Development, 2020
This study investigated the longitudinal associations between children's early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, M[subscript age] = 4:7 [years:months]), and at the end of…
Descriptors: Kindergarten, Young Children, Family Environment, Numeracy
Peer reviewed Peer reviewed
Direct linkDirect link
Lyons, Ian M.; Bugden, Stephanie; Zheng, Samuel; De Jesus, Stefanie; Ansari, Daniel – Developmental Psychology, 2018
There is currently considerable discussion about the relative influences of evolutionary and cultural factors in the development of early numerical skills. In particular, there has been substantial debate and study of the relationship between approximate, nonverbal (approximate magnitude system [AMS]) and exact, symbolic (symbolic number system…
Descriptors: Number Systems, Symbols (Mathematics), Kindergarten, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Huo, Shuting; Zhang, Xiao; Law, Yin Kum – Journal of Educational Psychology, 2021
Drawing on Geary's (1995) evolution-based model of cognitive and academic development, this study investigated the relation between biologically primary skills (vocabulary, executive functions, and visual-spatial processing) and subsequent word reading and calculation. It also examined the extent to which these relations were mediated by…
Descriptors: Foreign Countries, Kindergarten, Socioeconomic Status, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Träff, Ulf; Olsson, Linda; Skagerlund, Kenny; Östergren, Rickard – Journal of Educational Psychology, 2020
This study examined cognitive precursors of hierarchical mathematical development. Six-year-old children (n = 258) were assessed on number skills, cognitive skills, and arithmetic 1 year prior to school entry. Skills in advanced arithmetic and advanced mathematics were assessed in Grades 3 and 6, respectively. Path analyses were computed and…
Descriptors: Young Children, Numeracy, Numbers, Mathematics Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Kotsopoulos, Donna; Makosz, Samantha; Zambrzycka, Joanna – Early Education and Development, 2017
Research Findings: In this research we explore the relationship between young children's number knowledge and their measurement of length. First, we examined 4- to 5-year-olds' (kindergartners') understanding of and preference for using standard or nonstandard units to measure length. Second, we investigated whether the following tasks were…
Descriptors: Young Children, Numeracy, Measurement, Kindergarten
Qin, Jike; Kim, Dan; Opfer, John – Grantee Submission, 2017
There is an ongoing debate over the psychophysical functions that best fit human data from numerical estimation tasks. To test whether one psychophysical function could account for data across diverse tasks, we examined 40 kindergartners, 38 first graders, 40 second graders and 40 adults' estimates using two fully crossed 2 × 2 designs, crossing…
Descriptors: Mathematics Skills, Numeracy, Arithmetic, Cognitive Processes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Fanari, Rachele; Meloni, Carla; Massidda, Davide – International Association for Development of the Information Society, 2017
This work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children's early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a…
Descriptors: Kindergarten, Young Children, Numeracy, Numbers
Peer reviewed Peer reviewed
Direct linkDirect link
Ivrendi, Asiye – Mathematics Education Research Journal, 2016
Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…
Descriptors: Foreign Countries, Kindergarten, Number Concepts, Self Control
Peer reviewed Peer reviewed
Direct linkDirect link
Ivrendi, Asiye – European Early Childhood Education Research Journal, 2016
Peer play provides ample opportunities for the use and development of self-regulatory and mathematical skills. This study aimed at examining whether children's engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children's…
Descriptors: Young Children, Kindergarten, Foreign Countries, Self Control
Previous Page | Next Page »
Pages: 1  |  2