This study used a person-centered approach to examine mother-daughter dyad behaviors when jointly solving addition problems during a card game. The goal was to identify maternal and child profile behaviors during the interaction as predictors of children's autonomous addition accuracy and strategy use at the end of first grade. Videotaped…

The ability to count has traditionally been considered an important milestone in children's development of number sense. However, using counting (e.g., counting on, counting all) strategies to solve addition problems is not the best way for children to achieve their full mathematical potential and to prepare them to develop more complex and…

The purpose of this study was to determine whether there are different growth trajectories of arithmetic strategies and whether these trajectories result in different achievement outcomes. Longitudinal data were collected on 240 students who began the study as 2nd graders. In the 1st year of the study, the 2nd-grade students were assessed on…

While there is evidence for an association between the development of reading and arithmetic, the precise locus of this relationship remains to be determined. Findings from cognitive neuroscience research that point to shared neural correlates for phonological processing and arithmetic as well as recent behavioral evidence led to the present…

After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed…

To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)

Six experiments with 42 kindergartners, 190 first graders, and 15 second graders in Germany investigated why arithmetic word problems with an unknown reference set are more difficult for children than are problems with an unknown compare set. Lack of access to flexible language use makes these problems so difficult. (SLD)