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Wilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben – Grantee Submission, 2021
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…
Descriptors: Numbers, Mathematics Skills, Predictor Variables, Number Concepts
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
Michelle L. Rivers; Charles J. Fitzsimmons; Susan R. Fisk; John Dunlosky; Clarissa A. Thompson – Grantee Submission, 2021
Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in people's confidence as they perform number-line estimation, a common spatial-numeric task predictive of math achievement? To investigate this question, we analyzed outcomes from six…
Descriptors: Gender Differences, Spatial Ability, Number Concepts, Computation
Thompson, Clarissa A.; Taber, Jennifer M.; Fitzsimmons, Charles J.; Sidney, Pooja G. – Grantee Submission, 2021
People frequently encounter numeric information in medical and health contexts. In this paper, we investigated the math factors that are associated with decision-making accuracy in health and non-health contexts. This is an important endeavor given that there is relatively little cross-talk between math cognition researchers and those studying…
Descriptors: Decision Making, Numbers, Accuracy, Health
Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Grantee Submission, 2018
Algebra I is a crucial course for middle and high school students for successful STEM related coursework. A key issue is whether students should take Algebra I in 8th versus 9th grade. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. Here, 53 students were assessed in…
Descriptors: Algebra, Grade 8, Grade 9, Middle School Students
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
Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.; Huston-Warren, Emily – Grantee Submission, 2016
There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key…
Descriptors: Mathematics Skills, Fractions, Grade 6, Middle School Students
Jordan, Nancy C.; Carrique, Jessica; Hansen, Nicole; Resnick, Ilyse – Grantee Submission, 2016
This chapter situates fraction learning within the integrated theory of numerical development. We argue that the understanding of numerical magnitudes for whole numbers as well as for fractions is critical to fraction learning in particular and mathematics achievement more generally. Results from the Delaware Longitudinal Study, which examined…
Descriptors: Fractions, Numeracy, Numbers, Grade 3
Malone, Amelia Schneider; Loehr, Abbey M.; Fuchs, Lynn S. – Grantee Submission, 2017
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…
Descriptors: Cognitive Ability, Arithmetic, Fractions, At Risk Students
Jordan, Nancy C.; Hansen, Nicole; Fuchs, Lynn S.; Siegler, Robert S.; Gersten, Russell; Micklos, Deborah – Grantee Submission, 2013
Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 4, Grade 3