Background: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks--'Fluency hypothesis'. Aims: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and…

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…

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…

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…

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…

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…

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…

Math preparedness is a barrier to completion for many community college vocational students. With President Obama's (2010) challenge to produce more graduates in order to ensure our nation succeeds in the 21st century, community colleges across the country have an increased focus on graduation or completion. This study was conducted to provide…

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 cross-sectional design. Results indicated that the…

Mathematics, in general, and algebra courses, in particular, have been categorized as "gatekeepers" for higher education, better jobs, and even citizenship. For many low-income and working adults, community college is the institution where they choose to develop their mathematics understanding so they can pursue their dreams.…

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,…

Given the strong relationship between number line estimation accuracy and math achievement, might a computer-based number line game help improve math achievement? In one study by Rittle-Johnson, Siegler and Alibali (2001), a simple digital game called "Catch the Monster" provided practice in estimating the location of decimals on a…

Performance in consistent arithmetical word problems was assessed in 941 pupils aged eight (N = 415), ten (N = 274), and thirteen (N = 252) classified in four achievement groups by standardised achievement tests: low achievement in both mathematics and reading (MLRL), in mathematics only (ML-only), in reading only (RL-only), and normal achievement…

The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi-step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized…

Examined relations between phonological processing and emerging individual differences in math computation skills. Found that phonological memory, access rate to phonological codes in memory, and phonological awareness were uniquely associated with growth in number of computation procedures mastered from 92.5 to 134.8 months. Phonological…