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Download full textGervasoni, Ann; Parish, Linda; Livesey, Carole; Croswell, Melissa; Bevan, Kate; Hadden, Teresa; Turkenburg, Kathie – Mathematics Education Research Group of Australasia, 2013
The longitudinal progress of 42 Grade 1 students who participated in a 10-20 week Extending Mathematical Understanding (EMU) intervention program was examined to evaluate the effectiveness of the program for enhancing and accelerating mathematics learning. Overall the students made accelerated progress during Grade 1 and their learning was…
Descriptors: Foreign Countries, Elementary School Students, Primary Education, Longitudinal Studies
Peer reviewed
Direct linkNunes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana – Mathematical Thinking and Learning: An International Journal, 2015
Before starting school, many children reason logically about concepts that are basic to their later mathematical learning. We describe a measure of quantitative reasoning that was administered to children at school entry (mean age 5.8 years) and accounted for more variance in a mathematical attainment test than general cognitive ability 16 months…
Descriptors: Young Children, Thinking Skills, Logical Thinking, Concept Formation
Arndt, Dominique; Sahr, Katleen; Opfermann, Maria; Leutner, Detlev; Fritz, Annemarie – South African Journal of Childhood Education, 2013
Recent studies showed that kindergarten children solve addition, subtraction, doubling and halving problems using the core system for the approximate representation of numerical magnitude. In Study 1, 34 first-grade students in their first week of schooling solved approximate arithmetic problems in a number range up to 100 regarding all four basic…
Descriptors: Arithmetic, Mathematics Skills, Grade 1, Elementary School Students
