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Direct linkvanMarle, Kristy; Chu, Felicia W.; Mou, Yi; Seok, Jin H.; Rouder, Jeffrey; Geary, David C. – Developmental Science, 2018
Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems--the approximate number system (ANS) and the object tracking system (OTS)--but…
Descriptors: Number Systems, Cognitive Mapping, Longitudinal Studies, Preschool Children
Hurks, Petra P. M.; van Loosbroek, Erik – Journal of Learning Disabilities, 2014
Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a…
Descriptors: Time Management, Mathematics, Short Term Memory, Intervals
Download full textSiegler, 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
