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Direct linkHu, Qiong; Liang, Zhanhong; Zhou, Yanlin; Feng, Shanshan; Zhang, Qiong – British Journal of Educational Psychology, 2023
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…
Descriptors: Short Term Memory, Mathematics Skills, Elementary School Students, Grade 1
Mei Ma; Maxim Likhanov; Xinlin Zhou – British Journal of Educational Psychology, 2024
Background: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks--'Fluency hypothesis'. Aims: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and…
Descriptors: Mathematics Instruction, Numeracy, Arithmetic, Grade 1
Yang, Xiujie; Yu, Xiao – British Journal of Educational Psychology, 2021
Mental rotation is positively related to arithmetic ability; however, the mechanism underlying this relationship remains unclear. The possible roles of working memory, place-value concept, and number line estimation in the correlation between mental rotation and whole-number computation were investigated. One hundred and fifty-five first-grade…
Descriptors: Spatial Ability, Visualization, Arithmetic, Short Term Memory
Dong, Yang; Chow, Bonnie Wing-Yin; Mo, Jianhong; Zheng, Hao-Yuan; Wu, Sammy Xiao-Ying; Yang, Jie – Reading and Writing: An Interdisciplinary Journal, 2023
This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and…
Descriptors: Foreign Countries, Sentences, Reading Comprehension, Reading Difficulties
Chan, Winnie Wai Lan; Au, Terry K.; Tang, Joey – Research in Developmental Disabilities: A Multidisciplinary Journal, 2013
Children struggle with mathematics for different reasons. Developmental dyscalculia and low numeracy--two kinds of mathematical difficulties--may have their roots, respectively, in poor understanding of exact non-symbolic numerosities and of symbolic numerals. This study was the first to explore whether Chinese children, despite cultural and…
Descriptors: Learning Disabilities, Arithmetic, Numeracy, Foreign Countries
Cheng, Qiang; Wang, Jian – International Journal for Mathematics Teaching and Learning, 2012
As a key concept in early mathematics curriculum, number sense is crucial for children's learning of other mathematics concepts. An earlier curriculum with a strong focus on number sense development presumably helps children perform better in mathematics later on. Chinese students outperformed their United States (U.S.) peers on number sense at…
Descriptors: Mathematics Curriculum, Textbooks, Foreign Countries, Number Concepts
Zhou, Zheng; Peverly, Stephen T. – Psychology in the Schools, 2005
Cross-cultural studies on mathematical cognition and education have suggested that curriculum and teaching have contributed to U.S. versus Asian differences in student performance; however, previous discussions of curriculum and teaching practices have been very general and have not focused on a detailed analysis of how mathematics concepts are…
Descriptors: Mathematics Instruction, Grade 1, Arithmetic, Subtraction
