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Download full textBye, Jeffrey K.; Harsch, Rina M.; Varma, Sashank – Journal of Numerical Cognition, 2022
Algebraic thinking and strategy flexibility are essential to advanced mathematical thinking. Early algebra instruction uses 'missing-operand' problems (e.g., x - 7 = 2) solvable via two typical strategies: (1) direct retrieval of arithmetic facts (e.g., 9 - 7 = 2) and (2) performance of the inverse operation (e.g., 2 + 7 = 9). The current study…
Descriptors: Algebra, Problem Solving, Mathematics Instruction, Arithmetic
Direct linkTolar, Tammy Daun; Lederberg, Amy R.; Fletcher, Jack M. – Educational Psychology, 2009
The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students' algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT-M) to determine whether the pattern of relations…
Descriptors: Short Term Memory, Spatial Ability, Computation, Arithmetic
Aubrey, Carol; Godfrey, Ray – British Educational Research Journal, 2003
This paper describes a limited longitudinal study of young children's early numeracy development within three testing cycles, at the mid-point and towards the end of their reception year (at five years-of-age) and again at the mid-point of Year 1 (at six years-of-age), located within the broader context of progress through to Key Stage 1 SAT…
Descriptors: Foreign Countries, Urban Areas, Arithmetic, Testing
