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Eleftheriadi, Artemis; Lavidas, Konstantinos; Koustourakis, Gerasimos; Papadakis, Stamatis – Educational Process: International Journal, 2023
Background/purpose: Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about…
Descriptors: Misconceptions, Numbers, Arithmetic, Age Differences
Rafael Ramírez; Bárbara M. Brizuela; Maria Blanton – Canadian Journal of Science, Mathematics and Technology Education, 2024
In this article, we present research on eight kindergarten and eight first-grade students' understandings of the arithmetic properties of commutativity, additive identity, and additive inverse during a classroom teaching experiment, selected from a larger study that included 88 students. In this study, we explore the students' types of…
Descriptors: Kindergarten, Young Children, Elementary School Students, Grade 1
Schneider, Michael; Merz, Simon; Stricker, Johannes; De Smedt, Bert; Torbeyns, Joke; Verschaffel, Lieven; Luwel, Koen – Child Development, 2018
The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4…
Descriptors: Number Concepts, Numbers, Mathematics Instruction, Children
Taajah Witherspoon; Cora Causey – Excellence in Education Journal, 2024
Mathematics is one of the universal subjects taught in schools across the globe. Knowledge, understanding, and application of mathematics are essential for all members of society to fully participate without restrictions in Science, Technology, Engineering, and Mathematics (STEM) careers (Gulnaz & Fatima, 2019). Although universal and…
Descriptors: Mathematics Education, Student Attitudes, Kindergarten, Elementary School Students
Wang, Yunqi; Siegler, Robert S. – Developmental Psychology, 2023
We examined the development of numerical magnitude representations of fractions and decimals from fourth to 12th grade. In Experiment 1, we assessed the rational number magnitude knowledge of 200 Chinese fourth, fifth, sixth, eighth, and 12th graders (92 girls and 108 boys) by presenting fraction and decimal magnitude comparison tasks as well as…
Descriptors: Elementary School Students, Secondary School Students, Grade 4, Grade 5
Xu, 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
Gilmore, Camilla; Keeble, Sarah; Richardson, Sophie; Cragg, Lucy – ZDM: The International Journal on Mathematics Education, 2015
Research has established that executive functions, the skills required to monitor and control thought and action, are related to achievement in mathematics. Until recently research has focused on working memory, but studies are beginning to show that inhibition skills--the ability to suppress distracting information and unwanted responses--are…
Descriptors: Cognitive Processes, Inhibition, Executive Function, Mathematics Achievement
Lyons, Ian M.; Price, Gavin R.; Vaessen, Anniek; Blomert, Leo; Ansari, Daniel – Developmental Science, 2014
Math relies on mastery and integration of a wide range of simpler numerical processes and concepts. Recent work has identified several numerical competencies that predict variation in math ability. We examined the unique relations between eight basic numerical skills and early arithmetic ability in a large sample (N = 1391) of children across…
Descriptors: Predictor Variables, Elementary School Students, Grade 1, Grade 2
Park, Yunji; Cho, Soohyun – Educational Psychology, 2017
The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…
Descriptors: Developmental Stages, Elementary School Students, Mathematics Achievement, Correlation
McCrink, Koleen; Spelke, Elizabeth S.; Dehaene, Stanislas; Pica, Pierre – Developmental Science, 2013
Much research supports the existence of an Approximate Number System (ANS) that is recruited by infants, children, adults, and non-human animals to generate coarse, non-symbolic representations of number. This system supports simple arithmetic operations such as addition, subtraction, and ordering of amounts. The current study tests whether an…
Descriptors: Foreign Countries, Number Systems, Arithmetic, American Indians
Siegler, Robert S.; Pyke, Aryn A. – Grantee Submission, 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 crosssectional design. Results indicated that the difference…
Descriptors: Age Differences, Individual Development, Individual Differences, Mathematics
Chan, Becky Mee-yin; Ho, Connie Suk-han – Journal of Experimental Child Psychology, 2010
This study examined how four domain-specific skills (arithmetic procedural skills, number fact retrieval, place value concept, and number sense) and two domain-general processing skills (working memory and processing speed) may account for Chinese children's mathematics learning difficulties. Children with mathematics difficulties (MD) of two age…
Descriptors: Learning Problems, Mathematics Education, Short Term Memory, Number Concepts
Piazza, Manuela; Facoetti, Andrea; Trussardi, Anna Noemi; Berteletti, Ilaria; Conte, Stefano; Lucangeli, Daniela; Dehaene, Stanisalas; Zorzi, Marco – Cognition, 2010
Developmental dyscalculia is a learning disability that affects the acquisition of knowledge about numbers and arithmetic. It is widely assumed that numeracy is rooted on the "number sense", a core ability to grasp numerical quantities that humans share with other animals and deploy spontaneously at birth. To probe the links between number sense…
Descriptors: Mathematics Education, Learning Disabilities, Disability Identification, Numbers
Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven – Cognition and Instruction, 2010
This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value…
Descriptors: Numbers, Word Problems (Mathematics), Mathematical Logic, Problem Solving
Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya – Learning and Individual Differences, 2010
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial,…
Descriptors: Mathematics Achievement, Grade 1, Arithmetic, Mathematics Instruction
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