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Direct linkLepola, Janne; Hannula-Sormunen, Minna – Educational Studies in Mathematics, 2019
In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of…
Descriptors: Arithmetic, Correlation, Predictor Variables, Mathematics Achievement
Tchoshanov, Mourat A. – Educational Studies in Mathematics, 2011
The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish…
Descriptors: Teacher Characteristics, State Standards, Standardized Tests, Academic Achievement
Irwin, Kathryn C.; Irwin, R. John – Educational Studies in Mathematics, 2005
Development in the ability of 11-year-olds to solve numerical problems of addition, multiplication, and proportion was analysed by means of three Rasch models of change. The students, who had participated in a New Zealand numeracy project in 2002, comprised two groups that differed in socio-economic status: 1,274 students came from low…
Descriptors: Foreign Countries, Numeracy, Task Analysis, Arithmetic
