Evidence-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…

This research aims to determine the effect of STEM (Science, Technology, Engineering, and Mathematics) learning on students' mathematical numeracy abilities. The research method uses descriptive quantitative research by only looking at the values displayed based on descriptive statistics, involving 40 participants during 8 meetings and using 10…

Very large numbers words such as "hundred," "thousand," "million," "billion," and "trillion" pose a learning problem for children because they are sparse in everyday speech and children's experience with extremely large quantities is scarce. In this study, we examine when children acquire the…

Recent studies have highlighted the importance of ordinality skills in early numerical development. Here, we investigate individual differences in ordering sets of items and suggest that children might also differ in their tendency to spontaneously recognize and use numerical order in everyday situations. This study investigated the individual…

When children first learn to count, what do they understand about the structure of the count system? The present study investigated English-speaking children's ability to generalize the rules that structure their count list to novel contexts. A total of N = 86 children (3;0-6;11) completed a battery of tasks aimed at measuring their understanding…

The paper responds to the need for understanding trends and gaps in extant research related to adult education in mathematics and numeracy, given changing skill demands and skill gaps regarding adults, and related policy, theorizing, and practice trends. This paper presents the results of a scoping review of recent empirical research related to…

Most deaf and hard-of-hearing (DHH) children are born to hearing parents and steered toward spoken rather than signed language, introducing a delay in language access. This study investigated the effects of this delay on number acquisition. DHH children (N = 44, mean[subscript age] = 58 months, 21F, >50% White) and typically-hearing (TH)…

This paper reports on a combined research-development project conducted in collaboration between researchers and preschool teachers in three Swedish preschools. The aim is to investigate how ongoing preschool activities may become the starting point for mathematics teaching in which toddlers are given the opportunity to distinguish necessary…

Executive functions (EF) are crucial to regulating learning and are predictors of emerging mathematics. However, interventions that leverage EF to improve mathematics remain poorly understood. 193 four-year-olds (mean age = 3 years; 11 months pre-intervention; 111 female, 69% White) were assessed 5 months apart, with 103 children randomised to an…

Background: Recent studies have revealed the association between mapping and arithmetic (Ferres-Forga et al., "J. Numer. Cogn.", 8, 2022, 123; LeFevre et al., "J. Numer. Cogn.", 8, 2022, 1). Aim: The underlying mechanism remains unclear. Materials & Methods: The current study recruited 118 kindergarten children and followed…

As adults, we represent and think about number, space, and time in at least two ways: our intuitive--but imprecise--perceptual representations, and the slowly learned--but precise--number words. With development, these representational formats interface, allowing us to use precise number words to estimate imprecise perceptual experiences. We test…

Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical…

The development of young children's counting has been extensively researched, yet detailed studies that examine development over multiple years are curiously absent from the literature. This research examined 15 preschoolers' (ages 3-4) use of number words as they engaged in two counting tasks, an oral counting task and counting a collection of 31…

This study examined how opportunities to incorporate numeracy across different primary curriculum areas and grade levels are highlighted in the Australian Curriculum v9.0. A document analysis approach was used to track the numeracy opportunities in the document across different curriculum areas and grade levels. The results showed that Science has…

Research Findings: This study examined the association between preschool children's social-emotional competence (SEC), defined by their social skills and problem behaviors, and numeracy skills. It also examined if any subdomains of SEC predicted preschool numeracy above and beyond latent social skills or problem behaviors variables. Data came from…