A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States (M[subscript age] = 6 years, 2 months…

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during…

Does the timing of children's formal understanding of mathematical equivalence matter for algebra readiness? A change-resistance account (McNeil & Alibali, 2005) predicts that it is beneficial for children to construct a formal understanding of mathematical equivalence in the early grades before overly narrow operational patterns become…

Math anxiety negatively predicts young children's math achievement. While some researchers have suggested that math anxiety may stem from poor math ability, others have argued that math anxiety occurs at all levels of math ability. An important question is whether math anxiety predicts math achievement over and above foundational math skills. We…

Math anxiety negatively predicts young children's math achievement. While some researchers have suggested that math anxiety may stem from poor math ability, others have argued that math anxiety occurs at all levels of math ability. An important question is whether math anxiety predicts math achievement over and above foundational math skills. We…

Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during…

Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students' spontaneous focusing on…

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An Early Math Trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from age 4 to 11. This model includes a broad range of math…

The successful acquisition and development of mathematics skills and concepts is a critical aspect of children's early academic growth. The purpose of this study was to systematically evaluate the unique relations of working memory and language to a range of specific early mathematics skills in a sample of preschool and kindergarten age children.…

This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary…

The relations among various spatial and mathematics skills were assessed in a cross-sectional study of 854 children from kindergarten, third, and sixth grades (i.e., 5 to 13 years of age). Children completed a battery of spatial mathematics tests and their scores were submitted to exploratory factor analyses both within and across domains. In the…

Replication studies are extremely rare in education. This randomized controlled trial (RCT) is a scale-up replication of Fuchs et al., which in a sample of 139 found a statistically significant positive impact for Number Rockets, a small-group intervention for at-risk first graders that focused on building understanding of number operations. The…

A test of the effectiveness of patterning instruction was conducted with 140 first-graders. First, 383 first-graders from 20 classes were screened on a patterning test. The eight in each class who scored worst were given individual 15-minute lessons on patterning or reading or mathematics or social studies three times weekly for a period of 6 1/2…

Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger…

The purpose of this study was to examine the effects of a Tier 2 supplemental intervention focused on rational number equivalency concepts and applications on the mathematics performance of third-grade students with and without mathematics difficulties. The researcher used a pretest-posttest control group design and random assignment of 19…