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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
Nanu, Cristina; Laakkonena, Eero; Hannula-Sormunen, Minna – Frontline Learning Research, 2020
This study investigated the effect of children's first formal school years on mathematical skill profiles, measured by a variety of arithmetical skills and Spontaneous Focusing On Numerosity (SFON) tasks. By using person-centered approach the aim was to investigate whether the amount of formal schooling is associated with mathematical skills in…
Descriptors: Profiles, Mathematics Skills, School Entrance Age, Cross Cultural Studies
Onwumere, Onyebuchi; Reid, Norman – European Journal of Educational Research, 2014
Mathematics is an important school subject but one which often poses problems for learners. It has been found that learners do not possess the cognitive capacity to handle understanding procedures, representations, concepts, and applications at the same time. while the extent of field dependency may hold the key to one way by which the working…
Descriptors: Mathematics Instruction, Cognitive Processes, Difficulty Level, Short Term Memory
Nunes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana – Mathematical Thinking and Learning: An International Journal, 2015
Before starting school, many children reason logically about concepts that are basic to their later mathematical learning. We describe a measure of quantitative reasoning that was administered to children at school entry (mean age 5.8 years) and accounted for more variance in a mathematical attainment test than general cognitive ability 16 months…
Descriptors: Young Children, Thinking Skills, Logical Thinking, Concept Formation
Siegler, Robert S.; Pyke, Aryn A. – Developmental Psychology, 2013
We examined developmental and individual differences in 6th and 8th graders' fraction arithmetic and overall mathematics achievement and related them to differences in understanding of fraction magnitudes, whole number division, executive functioning, and metacognitive judgments within a cross-sectional design. Results indicated that the…
Descriptors: Grade 6, Arithmetic, Mathematics Skills, Mathematics Instruction
Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M. – Journal of Learning Disabilities, 2013
The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also…
Descriptors: Mathematics Instruction, Mathematics Skills, Learning Problems, Longitudinal Studies