Research Findings: This study examined age-based developmental trajectories of four key number sense (NS) skills within an accelerated longitudinal design. Using data from 408 preschoolers, ages 45 to 68 months, linear and latent basis growth curves were evaluated. Results indicated growth across NS skills was best represented as nonlinear for all…

The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill--mapping--has not been examined in deaf and hard-of-hearing (DHH) children. To…

Research Findings: In this research, 487 Chinese children age 3 to 5 years took part in a number line estimation task. This task was used to assess children's estimation accuracy and their estimation patterns along a number line in two different estimation circumstances. Situation A had the same line lengths for different numeric ranges, whereas…

Children develop early literacy and numeracy skills from an early age. The primary aim of the current study is to examen links between early literacy skills and early numeracy skills during preschool education in France. This study involves 313 kindergarten students (152 girls and 161 boys), aged between 3.44 and 7.02 years (mean age = 5.07 years,…

Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults' numeracy skills and how they use numeracy at work or home. The article's objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author…

When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task…

This longitudinal study examines the relative importance of counting ability, additive reasoning, and working memory in children's mathematical achievement (calculation and story problem solving). In Hong Kong, 115 Chinese children aged 6 years old participated in 2 waves of assessments (T1 = first grade and T2 = second grade). Multiple regression…

When children learn to count, they map newly acquired symbolic representations of number onto preexisting nonsymbolic representations. The nature and timing of this mapping is currently unclear. Some researchers have suggested this mapping process helps children understand the cardinal principle of counting, while other evidence suggests that this…

Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the…

Children's estimation skills on a bounded and unbounded number line task were assessed in the light of their familiarity with numbers. Kindergartners, first graders, and second graders (N = 120) estimated the position of numbers on a 1--100 number line, marked with either two reference points (i.e., 1 and 10: unbounded condition) or three…

The Organization for Economic Cooperation and Development (OECD) conducted the Program for the International Assessment of Adult Competencies (PIAAC), a multi-domain adult skills assessment with an extensive background questionnaire, in 2012. PIAAC is a global effort to understand how individuals' education, workplace experiences, and other…

Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The "integrated theory of numerical development" posits that, in addition to these differences, whole numbers and fractions also have important commonalities. In both, students need to learn how to interpret number symbols in terms of…

This study tested the hypothesis that subitizing ability may cause achievement differences in mathematics especially for students with mathematics learning disabilities. Students from 1st through 4th grade were applied to curriculum based math achievement tests (MAT). Based on MAT scores, they were divided into four groups as Mathematics Learning…

Part of a larger initiation mixed methods study (Greene, Caracelli, & Graham, 1989), this paper discusses the changes in young children's learning performance and efficiency (one element of the quantitative portion of the larger study) during clinical interviews in which each child interacted with a variety of virtual manipulative…

We tested children in Grades 1 to 5, as well as college students, on a number line estimation task and examined latencies and errors to explore the cognitive processes involved in estimation. The developmental trends in estimation were more consistent with the hypothesized shift from logarithmic to linear representation than with an account based…