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Direct linkXu, Chang; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Di Lonardo Burr, Sabrina; Lafay, Anne; Wylie, Judith; Osana, Helena P.; Douglas, Heather; Maloney, Erin A.; Simms, Victoria – Developmental Psychology, 2021
In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 = 15). Canadian children were assessed twice, in Grade 2 and Grade 3 (N = 244; 55% girls). All…
Descriptors: Foreign Countries, Arithmetic, Mathematics Skills, Age Differences
Download full textPentang, Jupeth T.; Ibañez, Edwin D.; Subia, Gener S.; Domingo, Jaynelle G.; Gamit, Analyn M.; Pascual, Lorinda E. – Online Submission, 2021
The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs' level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex,…
Descriptors: Foreign Countries, Problem Solving, Preservice Teachers, Elementary School Teachers
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
