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Borriello, Giulia A.; Grenell, Amanda; Vest, Nicholas A.; Moore, Kyler; Fyfe, Emily R. – Child Development, 2023
This study examined repeating and growing pattern knowledge and their associations with procedural and conceptual arithmetic knowledge in a sample of U.S. children (N = 185; M[subscript age] = 79.5 months; 55% female; 88% White) and adults (N = 93; M[subscript age] = 19.5 years; 62% female; 66% White) from 2019 to 2020. Three key findings emerged:…
Descriptors: Mathematics Instruction, Pattern Recognition, Prediction, Correlation
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Sekeris, Elke; Verschaffel, Lieven; Luwel, Koen – Infant and Child Development, 2021
Research distinguishes three types of arithmetic: exact arithmetic, computational estimation and approximate arithmetic. Little is, however, known about the interrelationship among these three arithmetic skills and the general cognitive and early numeracy skills that underlie these arithmetic skills. The current study investigates this…
Descriptors: Arithmetic, Computation, Mathematics Skills, Numeracy
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Duo Liu; Lei Wang; Terry Tin-Yau Wong; R. Malatesha Joshi – Journal of Research in Reading, 2024
Background: Rapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain-general and domain-specific abilities in predicting reading and arithmetic in Chinese…
Descriptors: Grade 3, Elementary School Students, Foreign Countries, Automation
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Brooks, Neon B.; Barner, David; Frank, Michael; Goldin-Meadow, Susan – Cognitive Science, 2018
People frequently gesture when problem-solving, particularly on tasks that require spatial transformation. Gesture often facilitates task performance by interacting with internal mental representations, but how this process works is not well understood. We investigated this question by exploring the case of mental abacus (MA), a technique in which…
Descriptors: Nonverbal Communication, Problem Solving, Computation, Schemata (Cognition)
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Li, Hongxia; Hua, Xiaoteng; Yang, Yalin; Huang, Bijuan; Si, Jiwei – European Journal of Psychology of Education, 2020
Although an increasing number of studies have suggested that students with low mathematics achievement (LMA) tend to perform worse in arithmetic strategy use than children with typical development, the potential reasons remain unclear. Accordingly, the current study investigated the potential impact of task switching on strategy use for children…
Descriptors: Mathematics Achievement, Low Achievement, Arithmetic, Learning Strategies
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Viterbori, Paola; Traverso, Laura; Usai, M. Carmen – Journal of Cognition and Development, 2017
This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a…
Descriptors: Role, Executive Function, Short Term Memory, Arithmetic
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Siegler, Robert S.; Lortie-Forgues, Hugues – Journal of Educational Psychology, 2015
Understanding an arithmetic operation implies, at minimum, knowing the direction of effects that the operation produces. However, many children and adults, even those who execute arithmetic procedures correctly, may lack this knowledge on some operations and types of numbers. To test this hypothesis, we presented preservice teachers (Study 1),…
Descriptors: Arithmetic, Mathematics Education, Knowledge Level, Hypothesis Testing
Griffiths, Martin – Mathematics Teaching, 2010
In "MT218" the author looked at the possibility of basing a classroom activity on a simple, though not totally transparent, number-theoretic result. In this article he considers another relatively straightforward idea from number theory that could be used either as a lesson starter or as the basis of a more substantial task, requiring students to…
Descriptors: Mathematics Education, Number Concepts, Problem Solving, Task Analysis
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Jordan, Julie-Ann; Mulhern, Gerry; Wylie, Judith – Journal of Experimental Child Psychology, 2009
The arithmetical performance of typically achieving 5- to 7-year-olds (N=29) was measured at four 6-month intervals. The same seven tasks were used at each time point: exact calculation, story problems, approximate arithmetic, place value, calculation principles, forced retrieval, and written problems. Although group analysis showed mostly linear…
Descriptors: Intervals, Individual Differences, Number Concepts, Computation
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Banda, Devender R.; Kubina, Richard M., Jr. – Preventing School Failure, 2009
The authors investigated the effectiveness of using high-preference (high-p) mathematics tasks for increasing task initiation of low-preference (low-p) mathematics tasks with a 13-year-old middle school student with autism. They used an ABAB design to determine the effectiveness of high-p tasks with to comply with low-p tasks. Results indicated…
Descriptors: Autism, Task Analysis, Mathematics Activities, Middle Schools
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Loftus, Andrea M.; Nicholls, Michael E. R.; Mattingley, Jason B.; Bradshaw, John L. – Cognition, 2008
Adaptation to right-shifting prisms improves left neglect for mental number line bisection. This study examined whether adaptation affects the mental number line in normal participants. Thirty-six participants completed a mental number line task before and after adaptation to either: left-shifting prisms, right-shifting prisms or control…
Descriptors: Measurement Techniques, Computation, Control Groups, Cognitive Processes
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Davis, Nicole; Cannistraci, Christopher J.; Rogers, Baxter P.; Gatenby, J. Christopher; Fuchs, Lynn S.; Anderson, Adam W.; Gore, John C. – Neuropsychologia, 2009
We used functional magnetic resonance imaging (fMRI) to explore the patterns of brain activation associated with different levels of performance in exact and approximate calculation tasks in well-defined cohorts of children with mathematical calculation difficulties (MD) and typically developing controls. Both groups of children activated the same…
Descriptors: Computation, Arithmetic, Problem Solving, At Risk Persons
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Tse, Chi-Shing; Neely, James H. – Journal of Memory and Language, 2005
Four experiments examined whether studying a single Deese/Roediger-McDermott (DRM) list produces semantic priming for nonstudied critical items (CIs) and semantic + repetition priming for studied associates. After 30 s of mental arithmetic that followed the study of a DRM list, priming was assessed in a lexical decision task when the nonwords were…
Descriptors: Memory, Arithmetic, Computation, Semantics