Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Mathematics Skills | 3 |
| Problem Solving | 3 |
| Addition | 2 |
| Arithmetic | 2 |
| Numbers | 2 |
| Subtraction | 2 |
| Young Children | 2 |
| Brain Hemisphere Functions | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Computation | 1 |
| More ▼ | |
Source
| Developmental Science | 3 |
Author
| Ashkenazi, Sarit | 1 |
| Chen, Tianwen | 1 |
| Feigenson, Lisa | 1 |
| Geary, David C. | 1 |
| Haman, Maciej | 1 |
| Kibbe, Melissa M. | 1 |
| Lipowska, Katarzyna | 1 |
| Menon, Vinod | 1 |
| Rosenberg-Lee, Miriam | 1 |
| Young, Christina B. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHaman, Maciej; Lipowska, Katarzyna – Developmental Science, 2023
In numerical cognition research, the operational momentum (OM) phenomenon (tendency to overestimate the results of addition and/or binding addition to the right side and underestimating subtraction and/or binding it to the left side) can help illuminate the most basic representations and processes of mental arithmetic and their development. This…
Descriptors: Preschool Children, Prior Learning, Mathematics Education, Number Concepts
Kibbe, Melissa M.; Feigenson, Lisa – Developmental Science, 2015
The Approximate Number System (ANS) supports basic arithmetic computation in early childhood, but it is unclear whether the ANS also supports the more complex computations introduced later in formal education. "Solving for x" in addend-unknown problems is notoriously difficult for children, who often struggle with these types of problems…
Descriptors: Young Children, Problem Solving, Numbers, Mathematics Skills
Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod – Developmental Science, 2015
Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who…
Descriptors: Developmental Disabilities, Learning Disabilities, Numbers, Mathematics Skills
