Mathematics › Statistics and Probability

Cognitive and developmental aspects of mathematical skills

Works Count: 38230

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Description

This cluster of papers explores the development of numerical cognition, including topics such as mathematical achievement, working memory, executive functioning, developmental dyscalculia, approximate number system, spatial representation, and early numeracy. The research covers various aspects of cognitive development related to numerical processing and mathematics abilities in children and adults.

Keywords

Numerical Cognition; Mathematical Achievement; Working Memory; Executive Functioning; Number Processing; Developmental Dyscalculia; Approximate Number System; Spatial Representation; Early Numeracy; Cognitive Development

Imaging unconscious semantic priming

1998-10-01

Stanislas Dehaene , Lionel Naccache , Gurvan Le Clec’H +5 more

Children’s Counting and Concepts of Number

1988-01-01

Karen C. Fuson

Tuning Curves for Approximate Numerosity in the Human Intraparietal Sulcus

2004-10-01

Manuela Piazza , Véronique Izard , Philippe Pinel +2 more

Interactions between number and space in parietal cortex

2005-06-01

Edward M. Hubbard , Manuela Piazza , Philippe Pinel +1 more

The Child's Conception of Number

1953-05-01

E. A. Peel , J. Piaget

Early math matters: Kindergarten number competence and later mathematics outcomes.

2009-01-01

Nancy C. Jordan , David Kaplan , Chaitanya Ramineni +1 more

Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time … Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children's learning trajectories in elementary school mathematics.

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Mathematical disabilities: Cognitive, neuropsychological, and genetic components.

1993-01-01

David C. Geary

Cognitive, neuropsychological, and genetic correlates of mathematical achievement and mathematical disability (MD) are reviewed in an attempt to identify the core deficits underlying MD. Three types of distinct cognitive, neuropsychological, … Cognitive, neuropsychological, and genetic correlates of mathematical achievement and mathematical disability (MD) are reviewed in an attempt to identify the core deficits underlying MD. Three types of distinct cognitive, neuropsychological, or cognitive and neuropsychological deficits associated with MD are identified. The first deficit is manifested by difficulties in the representation or retrieval of arithmetic facts from semantic memory. The second type of deficit is manifested by problems in the execution of arithmetical procedures. The third type involves problems in the visuospatial representation of numerical information. Potential cognitive, neuropsychological, and genetic factors contributing to these deficits, and the relationship between MD and reading disabilities, are discussed. Finally, suggestions for the subtyping of mathematical disorders are offered.

Children's understanding of counting

1990-08-01

Karen Wynn

THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING

2003-05-01

Stanislas Dehaene , Manuela Piazza , Philippe Pinel +1 more

Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific … Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous to an internal "number line," can be supplemented by two other circuits. A left angular gyrus area, in connection with other left-hemispheric perisylvian areas, supports the manipulation of numbers in verbal form. Finally, a bilateral posterior superior parietal system supports attentional orientation on the mental number line, just like on any other spatial dimension.

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Is working memory capacity task dependent?

1989-04-01

Marilyn L. Turner , Randall W. Engle

The Relations Among Inhibition and Interference Control Functions: A Latent-Variable Analysis.

2004-02-23

Naomi P. Friedman , Akira Miyake

This study used data from 220 adults to examine the relations among 3 inhibition-related functions. Confirmatory factor analysis suggested that Prepotent Response Inhibition and Resistance to Distractor Interference were closely … This study used data from 220 adults to examine the relations among 3 inhibition-related functions. Confirmatory factor analysis suggested that Prepotent Response Inhibition and Resistance to Distractor Interference were closely related, but both were unrelated to Resistance to Proactive Interference. Structural equation modeling, which combined Prepotent Response Inhibition and Resistance to Distractor Interference into a single latent variable, indicated that 1 aspect of random number generation performance, task-switching ability, and everyday cognitive failures were related to Response-Distractor Inhibition, whereas reading span recall and unwanted intrusive thoughts were related to Resistance to Proactive Interference. These results suggest that the term inhibition has been overextended and that researchers need to be more specific when discussing and measuring inhibition-related functions.

Time required for Judgements of Numerical Inequality

1967-09-01

Robert S. Moyer , Thomas K. Landauer

The number sense: how the mind creates mathematics

1998-03-01

Stanislas Dehaene

L'A. propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense. How the mind creates mathematics (1997) qui explore tous les aspects de la relation entre les hommes et … L'A. propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense. How the mind creates mathematics (1997) qui explore tous les aspects de la relation entre les hommes et les nombres : la numerosite chez les autres animaux, la numerosite et le calcul simple chez les bebes, l'histoire de l'expression du nombre dans le langage, l'histoire de la notation du nombre, le circuit neuronal necessaire pour faire de l'arithmetique et du calcul, la localisation dans le cerveau, l'ordre mathematique de l'univers, etc ... L'A. examine ici en particulier les questions portant sur la relation entre les nombres et le langage dans une perspective cognitive, puis explique ce que Dehaene entend par le sens du nombre en caracterisant les mathematiques comme une formalisation progressive de nos intuitions sur les ensembles, le nombre, l'espace, le temps et la logique

The mental representation of parity and number magnitude.

1993-09-01

Stanislas Dehaene , Serge Bossini , Pascal Giraux

Nine experiments of timed odd-even judgments examined how parity and number magnitude are accessed from Arabic and verbal numerals. With Arabic numerals, Ss used the rightmost digit to access a … Nine experiments of timed odd-even judgments examined how parity and number magnitude are accessed from Arabic and verbal numerals. With Arabic numerals, Ss used the rightmost digit to access a store of semantic number knowledge. Verbal numerals went through an additional stage of transcoding to base 10. Magnitude information was automatically accessed from Arabic numerals. Large numbers preferentially elicited a rightward response, and small numbers a leftward response. The Spatial-Numerical Association of Response Codes (SNARC) effect depended only on relative number magnitude and was weaker or absent with letters or verbal numerals. Direction did not vary with handedness or hemispheric dominance but was linked to the direction of writing, as it faded or even reversed in right-to-left writing Iranian Ss

Individual differences in non-verbal number acuity correlate with maths achievement

2008-09-07

Justin Halberda , Michèle M. M. Mazzocco , Lisa Feigenson

A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics

2006-02-01

Raymond Duval

Pupil Size in Relation to Mental Activity during Simple Problem-Solving

1964-03-13

Eckhard H. Hess , James M. Polt

Changes in pupil size during the solving of simple multiplication problems can be used as a direct measure of mental activity. The pupil response not only indicates mental activity in … Changes in pupil size during the solving of simple multiplication problems can be used as a direct measure of mental activity. The pupil response not only indicates mental activity in itself but shows that mental activity is closely correlated with problem difficulty, and that the size of the pupil increases with the difficulty of the problem. These findings relate to recent Russian research on the pupillary reflex in connection with orienting and brain stimulation.

A theory of magnitude: common cortical metrics of time, space and quantity

2003-09-23

Vincent Walsh

A mode control model of counting and timing processes.

1983-01-01

Warren H. Meck , Russell M. Church

The similarity of animal counting and timing processes was demonstrated in four experiments that used a psychophysical choice procedure. In Experiment 1, rats initially learned a discrimination between a two-cycle … The similarity of animal counting and timing processes was demonstrated in four experiments that used a psychophysical choice procedure. In Experiment 1, rats initially learned a discrimination between a two-cycle auditory signal of 2-sec duration and an eight-cycle auditory signal of 8-sec duration. For the number discrimination test, the number of cycles was varied, and the signal duration was held constant at an intermediate value. For the duration discrimination test, the signal duration was varied, and the number of cycles was held constant at an intermediate value. Rats were equally sensitive to a 4:1 ratio of counts (with duration controlled) and a 4:1 ratio of times (with number controlled). The point of subjective equality for the psychophysical functions that related response classification to signal value was near the geometric mean of the extreme values for both number and duration discriminations. Experiment 2 demonstrated that 1.5 mg/kg of methamphetamine administered intraperitoneally shifted the psychophysical functions for both number and duration leftward by approximately 10%. Experiment 3 demonstrated that the magnitude of cross-modal transfer from auditory signals to cutaneous signals was similar for number and duration. In Experiment 4 the mapping of number onto duration demonstrated that a count was approximately equal to 200 msec. The psychophysical functions for number and duration were fit with a scalar expectancy model with the same parameter values for each attribute. The conclusion was that the same internal mechanism is used for counting and timing. This mechanism can be used in several modes: the "event" mode for counting or the "run" and the "stop" modes for timing.

Exact and Approximate Arithmetic in an Amazonian Indigene Group

2004-10-14

Pierre Pica , Cathy Lemer , Véronique Izard +1 more

Is calculation possible without language? Or is the human ability for arithmetic dependent on the language faculty? To clarify the relation between language and arithmetic, we studied numerical cognition in … Is calculation possible without language? Or is the human ability for arithmetic dependent on the language faculty? To clarify the relation between language and arithmetic, we studied numerical cognition in speakers of Mundurukú, an Amazonian language with a very small lexicon of number words. Although the Mundurukú lack words for numbers beyond 5, they are able to compare and add large approximate numbers that are far beyond their naming range. However, they fail in exact arithmetic with numbers larger than 4 or 5. Our results imply a distinction between a nonverbal system of number approximation and a language-based counting system for exact number and arithmetic.

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Addition and subtraction by human infants

1992-08-27

Karen Wynn

Large number discrimination in 6-month-old infants

2000-01-01

Fei Xu , Elizabeth S. Spelke

The rise and fall of the inhibitory mechanism: Toward a unified theory of cognitive development and aging

1992-03-01

Frank N. Dempster

Varieties of numerical abilities

1992-01-01

Stanislas Dehaene

Preverbal and verbal counting and computation

1992-01-01

C. R. Gallistel , Rochel Gelman

Primary Mental Abilities

1973-01-01

L. L. Thurstone

Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults.

2008-01-01

Justin Halberda , Lisa Feigenson

Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over … Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over multiple modalities, forming representations of the number of objects, sounds, or events in a scene. This system is imprecise and hence differs from exact counting. Evidence suggests that the resolution of the ANS, as specified by a Weber fraction, increases with age such that adults can discriminate numerosities that infants cannot. However, the Weber fraction has yet to be determined for participants of any age between 9 months and adulthood, leaving its developmental trajectory unclear. Here we identify the Weber fraction of the ANS in 3-, 4-, 5-, and 6-year-old children and in adults. We show that the resolution of this system continues to increase throughout childhood, with adultlike levels of acuity attained surprisingly late in development.

The Common Core State Standards for Mathematics

2015-10-03

Murat Akkuş

The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a ‘common core’ in which … The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a ‘common core’ in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US. Authorities have commited and incredible amount of time, money and resources in creating these new standards and additional effort will be required to implement these standards The new math standards address two established issues in US education, the ordinary quality of mathematics learning and equal opportunity in U.S. schools. It is a fact that deprived students are most likely to have inexperienced or under qualified teachers, and children from impoverished families are much less likely to have the same kind of supports or enrichment opportunities than their more fortunate peers. It is important for the authorities to produce and adapt material for the development of children in such a way that it can clearly address the content and practice of math for the CCSSM and this material should be able to give learning and teaching methods which are in line with CCSSM. It is concluded from this research that there are challenges that have emerged for implementation of CCSSM in which basic challenges include issues of quality, equality, challenges for math teachers, and teaching CCSSM to disabled students.

Culture, Gender, and Math

2008-05-29

Luigi Guiso , Ferdinando Monte , Paola Sapienza +1 more

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Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years

2008-04-24

Rebecca Bull , Kimberly Andrews Espy , Sandra A. Wiebe

This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of … This study examined whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age (third year of primary school). Children were tested in preschool (M age = 4 years, 6 months) on a battery of cognitive measures, and mathematics and reading outcomes (from standardized, norm-referenced school-based assessments) were taken on entry to primary school, and at the end of the first and third year of primary school. Growth curve analyses examined predictors of math and reading achievement across the duration of the study and revealed that better digit span and executive function skills provided children with an immediate head start in math and reading that they maintained throughout the first three years of primary school. Visual-spatial short-term memory span was found to be a predictor specifically of math ability. Correlational and regression analyses revealed that visual short-term and working memory were found to specifically predict math achievement at each time point, while executive function skills predicted learning in general rather than learning in one specific domain. The implications of the findings are discussed in relation to further understanding the role of cognitive skills in different mathematical tasks, and in relation to the impact of limited cognitive skills in the classroom environment.

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ON THE INTERNAL STRUCTURE OF PERCEPTUAL AND SEMANTIC CATEGORIES11This research was supported in part by a grant to the author (under her former name, Eleanor Rosch Heider) from the Foundations Fund for Research in Psychiatry # G67-392, in part by funds made available to the Child Study Center of Brown University from the Grant Foundation and from the National Institute of Neurological Diseases and Blindness, National Collaborative Project (Ph-43-68-13), and in part by research funds made …

1973-01-01

Eleanor Rosch

Cultural Recycling of Cortical Maps

2007-10-01

Stanislas Dehaene , Laurent Cohen

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Core systems of number

2004-06-15

Lisa Feigenson , Stanislas Dehaene , Elizabeth S. Spelke

The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis

2000-08-01

Akira Miyake , Naomi P. Friedman , Michael J. Emerson +3 more

Numerical Cognition Without Words: Evidence from Amazonia

2004-08-20

Peter C. Gordon

Members of the Pirahã tribe use a "one-two-many" system of counting. I ask whether speakers of this innumerate language can appreciate larger numerosities without the benefit of words to encode … Members of the Pirahã tribe use a "one-two-many" system of counting. I ask whether speakers of this innumerate language can appreciate larger numerosities without the benefit of words to encode them. This addresses the classic Whorfian question about whether language can determine thought. Results of numerical tasks with varying cognitive demands show that numerical cognition is clearly affected by the lack of a counting system in the language. Performance with quantities greater than three was remarkably poor, but showed a constant coefficient of variation, which is suggestive of an analog estimation process.

Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches

2009-10-29

Kimberly P. Raghubar , Marcia A. Barnes , Steven A. Hecht

Mathematics in the streets and in schools

1985-03-01

Terezinha Nunes Carraher , David W. Carraher , Analúcia D. Schliemann

An analysis of everyday use of mathematics by working youngsters in commercial transactions in Recife, Brazil, revealed computational strategies different from those taught in schools. Performance on mathematical problems embedded … An analysis of everyday use of mathematics by working youngsters in commercial transactions in Recife, Brazil, revealed computational strategies different from those taught in schools. Performance on mathematical problems embedded in real‐life contexts was superior to that on school‐type word problems and context‐free computational problems involving the same numbers and operations. Implications for education are examined.

The Development of Numerical Estimation

2003-05-01

Robert S. Siegler , John E. Opfer

We examined children's and adults' numerical estimation and the representations that gave rise to their estimates. The results were inconsistent with two prominent models of numerical representation: the logarithmic-ruler model, … We examined children's and adults' numerical estimation and the representations that gave rise to their estimates. The results were inconsistent with two prominent models of numerical representation: the logarithmic-ruler model, which proposes that people of all ages possess a single, logarithmically spaced representation of numbers, and the accumulator model, which proposes that people of all ages represent numbers as linearly increasing magnitudes with scalar variability. Instead, the data indicated that individual children possess multiple numerical representations; that with increasing age and numerical experience, they rely on appropriate representations increasingly often; and that the numerical context influences their choice of representation. The results, obtained with second graders, fourth graders, sixth graders, and adults who performed two estimation tasks in two numerical contexts, strongly suggest that one cause of children's difficulties with estimation is reliance on logarithmic representations of numerical magnitudes in situations in which accurate estimation requires reliance on linear representations.

Mathematics and Learning Disabilities

2004-01-01

David C. Geary

Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical … Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities.

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Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory

2001-06-01

Rebecca Bull , Gaia Scerif

Children's mathematical skills were considered in relation to executive functions. Using multiple measures-including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical … Children's mathematical skills were considered in relation to executive functions. Using multiple measures-including the Wisconsin Card Sorting Task (WCST), dual-task performance, Stroop task, and counting span-it was found that mathematical ability was significantly correlated with all measures of executive functioning, with the exception of dual-task performance. Furthermore, regression analyses revealed that each executive function measure predicted unique variance in mathematics ability. These results are discussed in terms of a central executive with diverse functions (Shallice & Burgess, 1996) and with recent evidence from Miyake, et al. (2000) showing the unity and diversity among executive functions. It is proposed that the particular difficulties for children of lower mathematical ability are lack of inhibition and poor working memory, which result in problems with switching and evaluation of new strategies for dealing with a particular task. The practical and theoretical implications of these results are discussed, along with suggestions for task changes and longitudinal studies that would clarify theoretical and developmental issues related to executive functioning.

Developing conceptual understanding and procedural skill in mathematics: An iterative process.

2001-06-01

Bethany Rittle‐Johnson , Robert S. Siegler , Martha W. Alibali

The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted … The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in conceptual knowledge. Correct problem representations mediated the relation between initial conceptual knowledge and improved procedural knowledge. In Experiment 2, amount of support for correct problem representation was experimentally manipulated, and the manipulations led to gains in procedural knowledge. Thus, conceptual and procedural knowledge develop iteratively, and improved problem representation is 1 mechanism in this process.

Sources of Mathematical Thinking: Behavioral and Brain-Imaging Evidence

1999-05-07

Stanislas Dehaene , Elizabeth S. Spelke , Philippe Pinel +2 more

Does the human capacity for mathematical intuition depend on linguistic competence or on visuo-spatial representations? A series of behavioral and brain-imaging experiments provides evidence for both sources. Exact arithmetic is … Does the human capacity for mathematical intuition depend on linguistic competence or on visuo-spatial representations? A series of behavioral and brain-imaging experiments provides evidence for both sources. Exact arithmetic is acquired in a language-specific format, transfers poorly to a different language or to novel facts, and recruits networks involved in word-association processes. In contrast, approximate arithmetic shows language independence, relies on a sense of numerical magnitudes, and recruits bilateral areas of the parietal lobes involved in visuo-spatial processing. Mathematical intuition may emerge from the interplay of these brain systems.

Children's acquisition of the number words and the counting system

1992-04-01

Karen Wynn

Gender differences in mathematics performance: A meta-analysis.

1990-01-01

Janet Shibley Hyde , Élizabeth Fennema , Susan J. Lamon

Reviewers have consistently concluded that males perform better on mathematics tests than females do. To make a refined assessment of the magnitude of gender differences in mathematics performance, we performed … Reviewers have consistently concluded that males perform better on mathematics tests than females do. To make a refined assessment of the magnitude of gender differences in mathematics performance, we performed a meta-analysis of 100 studies. They yielded 254 independent effect sizes, representing the testing of 3,175,188 Ss. Averaged over all effect sizes based on samples of the general population, d was -0.05, indicating that females outperformed males by only a negligible amount. For computation, d was -0.14 (the negative value indicating superior performance by females). For understanding of mathematical concepts, d was -0.03; for complex problem solving, d was 0.08. An examination of age trends indicated that girls showed a slight superiority in computation in elementary school and middle school. There were no gender differences in problem solving in elementary or middle school; differences favoring men emerged in high school (d = 0.29) and in college (d = 0.32). Gender differences were smallest and actually favored females in samples of the general population, grew larger with increasingly selective samples, and were largest for highly selected samples and samples of highly precocious persons. The magnitude of the gender difference has declined over the years; for studies published in 1973 or earlier d was 0.31, whereas it was 0.14 for studies published in 1974 or later. We conclude that gender differences in mathematics performance are small. Nonetheless, the lower performance of women in problem solving that is evident in high school requires attention.

Development of Numerical Estimation in Young Children

2004-03-01

Robert S. Siegler , Julie L. Booth

Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain … Two experiments examined kindergartners', first graders', and second graders' numerical estimation, the internal representations that gave rise to the estimates, and the general hypothesis that developmental sequences within a domain tend to repeat themselves in new contexts. Development of estimation in this age range on 0‐to‐100 number lines followed the pattern observed previously with older children on 0‐to‐1,000 lines. Between kindergarten and second grade (6 and 8 years), patterns of estimates progressed from consistently logarithmic to a mixture of logarithmic and linear to a primarily linear pattern. Individual differences in number‐line estimation correlated strongly with math achievement test scores, improved estimation accuracy proved attributable to increased linearity of estimates, and exposure to relevant experience tended to improve estimation accuracy.

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The Child's Understanding of Number

1979-11-01

Karen C. Fuson , Rochel Gelman , C. R. Gallistel

The Number Sense: How the Mind Creates Mathematics.

1998-12-01

Reuben Hersh , Stanislas Dehaene

The Child's Understanding of Number

1979-05-01

U. A. Easley , Rochel Gelman , C. H. Galistell

1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young … 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index

The Effect of Using Number Pocket Media on the Ability to Calculate Summation of Tens in Deaf Children

2025-06-26

Afridha Rahadatul Aisyi | Edunesia Jurnal Ilmiah Pendidikan

There is a problem for deaf students in learning mathematics, namely that the students have not been able to understand how to calculate the summation of tens with a maximum … There is a problem for deaf students in learning mathematics, namely that the students have not been able to understand how to calculate the summation of tens with a maximum final result of 99. This is because students tend to be passive during learning; in summation, students also sometimes make mistakes when calculating numbers with large numbers using the finger counting method, so students calculate with the wrong final result. This study aims to determine how much influence the use of number pocket media has on the ability to calculate the addition of tens in deaf children at SLBN Cicendo, Bandung City. The method used is a pre-experiment with a one-group pretest-posttest design. Data were collected through written tests. The subjects in this study were grade 12 SMALB students at SLBN Cicendo, Bandung City. The data obtained were analyzed using the Wilcoxon Signed Ranked Test. The results of this study show a significant influence between the use of number pocket media and the ability to calculate the summation of tens in deaf children at SLBN Cicendo, Bandung City.

The dual metaphorical role of abstract symbols in symbolic mathematical processing

2025-06-24

Omid Khatin‐Zadeh | New Ideas in Psychology

A Guide for Fostering Parent–Child Math Talk and Play During Shared Book-Reading Across Diverse Genres

2025-06-23

Deborah Bergman Deitcher , Michelle M. Neumann | Education Sciences

This theoretical paper expands upon previous research and proposes a guide for promoting mathematical talk and play through shared book reading (SBR), with a focus on the home environment. Building … This theoretical paper expands upon previous research and proposes a guide for promoting mathematical talk and play through shared book reading (SBR), with a focus on the home environment. Building on a previously developed classroom-based model, this article describes a design-based research approach to extend the guide to including diverse literary genres—such as narrative, informational, multicultural, and math-specific books in a home setting. Parent–child shared book-reading in authentic contexts can provide a rich platform for “math talk”, where references are made to mathematical words, concepts, and content, and may support children’s mathematical skills. SBR with quality children’s literature can play a promising role in motivating and engaging children’s interest and pleasure in both reading and mathematics. However, few studies have explored this with diverse literary genres in the home setting, as the main focus has been in the classroom and using books specifically written to teach math content such as counting or sorting books. The proposed guide provides direction and practical examples for fostering parent–child math talk and play activities that can be used to extend concepts covered during the SBR. The potential application of the SBR guide, and how it can encourage parent–child talk to support a full range of mathematical concepts, encourage home-preschool collaboration, promote effective SBR techniques, and facilitate parent–child conversations about math in new and confident ways is discussed.

The power of perception: early adolescents’ perceived mastery after a novel math task

2025-06-21

Calah J. Ford , Ellen L. Usher | Social Psychology of Education

A survey of teachers’ self-reported competence regarding mathematical learning disabilities in Norwegian dyslexia-friendly schools

2025-06-20

Natallia Bahdanovich Hanssen , Anne Marit Valle , Pål Lagestad +2 more | International Journal of Inclusive Education

Cognitive-Achievement Relations With the Woodcock–Johnson V

2025-06-20

Christopher R. Niileksela , Daniel B. Hajovsky , He Zhizhou +1 more | Journal of Psychoeducational Assessment

Cognitive-achievement relations research suggests that cognitive abilities are instrumental for academic skill development. This study examined cognitive-achievement relations with the newly revised Woodcock–Johnson V (WJ V) standardization sample across the … Cognitive-achievement relations research suggests that cognitive abilities are instrumental for academic skill development. This study examined cognitive-achievement relations with the newly revised Woodcock–Johnson V (WJ V) standardization sample across the lifespan (ages 6–90+) for reading, writing, and mathematics using multi-group structural equation modeling. Integrated models of achievement were used, where cognitive abilities were predictors of all academic skills, and basic academic skills were predictors of advanced academic skills. Many results were consistent with previous research, such as general intelligence ( g ) having strong indirect effects on academic skills, basic academic skills were strong predictors of advanced academic skills, Auditory Processing was a strong predictor of Basic Reading Skills and Spelling, and Fluid Reasoning was a strong predictor of Math Calculation and Math Problem Solving. Some differences that have not been observed in previous research were that Auditory Processing was a stronger predictor of Basic Reading Skills and Spelling than has been found in previous research, and Visual Processing was a consistent predictor of Math Calculation across the lifespan. Results suggest that cognitive abilities measured using the WJ V are important predictors of academic skills, and cognitive ability scores may provide insights for evaluations conducted for academic difficulties.

Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities

2025-06-20

Xin Wei | Journal of Learning Disabilities

This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent … This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. “Initial Focusers” spend more time on simpler initial items and less time on later, more difficult items, exhibiting high omission rates and low performance. “Rapid Progressors” complete assessments quickly but exhibit shallow engagement across all items, achieving low performance. “Diligent Time Maximizers” allocate time effortfully across items but often run out of time on the last two items when ETA was not granted, achieving the second-highest scores. “Efficient Prioritizers,” excel in strategic time management, score the highest, and report strong persistence and interest in math. The findings reveal that ETA supports students who adopt meticulous strategies, such as Diligent Time Maximizers, but does not universally address the challenges faced by other profiles. This study underscores the need for tailored interventions and accommodations aligned with individual time-use profiles to foster equitable and effective learning and assessment environments.

Compensatory Relation Between Executive Function and Fluid Intelligence in Predicting Math Learning

2025-06-20

Marina Vasilyeva , Linxi Lu , Kennedy Damoah +1 more | Education Sciences

Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, … Math learning is a key educational goal, and one marked by substantial individual differences even in the earliest grades. Although considerable research has examined the extent to which domain-general processes, such as executive functions and fluid intelligence, contribute to this variability, there is a notable gap in understanding how they may interact to predict early math learning. In particular, prior work had not examined potential moderating effects whereby the relation between executive functions and math outcomes depends on a child’s fluid intelligence, and vice versa. The current study addressed this gap by examining the math skills in Russian first-graders (N = 160) as a function of fluid intelligence (measured with Raven’s matrices) and various components of executive functions. Consistent with prior research, the results revealed the main effects of Raven’s scores, verbal working memory, and the control component of executive function (a composite of inhibition and cognitive flexibility scores) on math growth. Importantly, extending previous research, the study found that both memory and control components of executive function interacted with fluid intelligence. Specifically, executive function had a stronger positive effect on math learning for children with lower levels of fluid intelligence. The implications for intervention research and educational practice are discussed.

Effect of executive function on mathematical ability in children with intellectual disabilities

2025-06-20

Huidong Tian , Yanchun Liu | International Journal of Developmental Disabilities

Give or Take: Semantic Priming from Sentences to Two-Digit Operations

2025-06-19

Miguel Ayala-Cuesta , Sofía Castro , Pedro Macizo | Brain Sciences

The objective of this study was to assess the potential existence of shared semantics between linguistic (e.g., reading a sentence) and numerical information (e.g., performing an arithmetic operation). To evaluate … The objective of this study was to assess the potential existence of shared semantics between linguistic (e.g., reading a sentence) and numerical information (e.g., performing an arithmetic operation). To evaluate this proposal, we devised a paradigm with blocks of two trials. In the first trial, participants were presented with sentences containing verbs that conveyed either an increase (e.g., "to give") or a decrease (e.g., "to take away"). In the subsequent trial, participants were required to perform additions (e.g., 61 + 1) and subtractions (e.g., 52 - 4). We hypothesized that addition and subtraction would exhibit shared semantic processing with sentences denoting increase and decrease, respectively, resulting in cross-domain effects. Participants exhibited enhanced speed and accuracy in addition problem-solving when preceded by increase sentences, whereas subtractions were solved with higher accuracy when preceded by decrease sentences. Moreover, these effects were found to be subject to modulation by the complexity of the numerical operation. The findings of this study support the hypothesis that there is a shared semantic processing between language and mathematics.

More gist, better math: Fuzzy-trace theory-based investigation of the relationship between long-term memory and mathematical skills

2025-06-19

Michał Obidziński , Nina Bażela , Mateusz Hohol | Cognition

Despite extensive research on the cognitive basis for mathematical activity, the associations between long-term memory and math skills remain relatively understudied. In our fuzzy-trace theory-driven study, we addressed this issue … Despite extensive research on the cognitive basis for mathematical activity, the associations between long-term memory and math skills remain relatively understudied. In our fuzzy-trace theory-driven study, we addressed this issue by investigating the relationships between long-term memory for numbers and prominent math skills, namely approximate number processing, arithmetic fluency, and math reasoning, along with math self-concept. Individuals who performed better in the numerical memory task demonstrated better math reasoning, a higher math self-concept, and were more arithmetically fluent. We did not find an association between memory and approximate number processing. Crucially, our memory task, based on the conjoint recognition model, allowed us to go beyond merely measuring overall performance and, as a result, to test fine-grained memory processes related to two memory traces: verbatim (remembering exact numbers) and gist (remembering a general intuition about a number's magnitude). While both gist and verbatim processes correlated with math reasoning, the associations involving gist-based processes were more prominent, which is consistent with one of the main assumptions of fuzzy-trace theory. This pattern was further supported by the results of the cluster-based analysis. On the other hand, even though math self-concept was positively associated with overall numerical memory performance, it correlated significantly only with verbatim-based process. Overall, our study shows the nuanced role of long-term memory processes in mathematical skills and demonstrates the power of fuzzy-trace theory and multinomial processing tree modeling in the fine-grained investigation of mathematical cognition.

Number blindness in human vision

2025-06-19

James Negen | Attention Perception & Psychophysics

Abstract There is an ongoing controversy over whether human vision first estimates area and number, deriving our sense of density via division, or if it first estimates area and density, … Abstract There is an ongoing controversy over whether human vision first estimates area and number, deriving our sense of density via division, or if it first estimates area and density, deriving our sense of number via multiplication. If number and area are both primary independent dimensions of visual perception then we should observe cross-magnitude influence between them in a simple choice task, especially if that influence would improve performance and this is explicitly explained to the participants. In contrast, here we show that human vision exhibits a specific kind of number blindness: performance on an area-choice task (which of these rectangles is larger?) is not improved by the addition of a perfectly correlated number signal (the larger one always has more dots on it) that creates equivalent density – even when explanations, reminders, and accurate feedback are given to the participants. This replicated across two experiments (N = 82, 122) with slightly different stimuli. Control analyses with brightness in Experiment 1 indicate that this is not a general resistance to the predicted cross-magnitude influence. This indicates that density, not number, is the primary independent perceptual dimension in human vision.

Decrypting the Codes: Investigating a Reading Intervention's Impact on Math Problem Solving and Math Fluency

2025-06-19

Garret J. Hall , Wilhelmina van Dijk , Jason C. Chow +1 more | Psychology in the Schools

ABSTRACT Relations of reading and math skills are well‐documented. Using open randomized reading intervention data, we examined a reading intervention's impact on math fluency and problem‐solving as well as the … ABSTRACT Relations of reading and math skills are well‐documented. Using open randomized reading intervention data, we examined a reading intervention's impact on math fluency and problem‐solving as well as the mechanisms of reading intervention's relation to math fluency. Twenty‐eight teachers and 511 first‐grade students (82% White, 6% Hispanic, 53% Female, Age M[SD] = 6.7[0.45]) were randomized to reading treatment or a math intervention control group. Reading intervention had a small impact on math applied problem solving ( b * = 0.10). In addition, using instrumental variable estimation (IVE), we found that activating word‐level reading skills through reading intervention impacted math fluency ( b* = 0.44–0.50). These findings provide preliminary support of a causal mechanism of language in math fluency resulting from word‐level reading ability.

New evidence for a visuo-spatial cumulative rehearsal strategy in children’s working memory

2025-06-19

Christophe Fitamen , Agnès Blaye , Nicolas Chevalier +1 more | International Journal of Behavioral Development

This study explored the mechanisms involved in maintaining visuo-spatial information in working memory in children aged 4 to 8 years. Two experiments were conducted to determine whether different types of … This study explored the mechanisms involved in maintaining visuo-spatial information in working memory in children aged 4 to 8 years. Two experiments were conducted to determine whether different types of visual aid could support a cumulative visuo-spatial rehearsal strategy, a consolidation mechanism, or the goal maintenance in a complex span task. In Experiment 1, children memorized sequences of locations while assessing the orientation of a teddy bear that appeared in these locations marked by houses. During the interstimulus interval, we implemented four conditions of visual aid: absence of cues, all empty houses remained on screen, only the last empty house remained on screen, or a visual goal cue. Experiment 2 introduced two new conditions, one to support cumulative rehearsal by displaying on screen the houses visited in each interstimulus interval, and another with an auditory-verbal goal cue. Visual aids, particularly when presented cumulatively, substantially enhanced recall performance. On the contrary, aids designed to support consolidation or goal maintenance did not yield a substantial increase in span scores. The study underscores the potential of cumulative visual supports in improving visuo-spatial working memory performance in children, while also offering insights into the roles of consolidation and goal maintenance.

Detección de discalculia con el uso de encefalograma

2025-06-19

Samuel Joseph Lizarazu , Sandra Luz Canchola Magdaleno | RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo

El artículo explora la detección de la discalculia mediante electroencefalogramas (EEG), destacando diferencias en las ondas cerebrales theta y gamma como indicadores de este trastorno del aprendizaje. Se analizaron niños … El artículo explora la detección de la discalculia mediante electroencefalogramas (EEG), destacando diferencias en las ondas cerebrales theta y gamma como indicadores de este trastorno del aprendizaje. Se analizaron niños con y sin discalculia, mostrando que quienes presentan este trastorno tienen mayor actividad en las ondas theta y menor en las ondas gamma, lo que sugiere alteraciones en atención y funciones cognitivas. El EEG se propone como herramienta útil para el diagnóstico temprano y el diseño de intervenciones educativas específicas que permitan la inclusión matemática.

Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families

2025-06-19

Anna Jia-Jun Zhang , Urs Maurer , Catherine McBride +1 more | Cognitive Development

Grade 11 learners’ views on their engagement with mathematics through mathematical modelling

2025-06-18

Tola Bekene Bedada , Masilo France Machaba , Gumisai Kuona | Eurasia Journal of Mathematics Science and Technology Education

This study aimed at determining grade 11 learners’ views on their engagement with mathematics through mathematical modelling<b>. </b>The research participants came from three selected schools in the Tshinane Circuit. These … This study aimed at determining grade 11 learners’ views on their engagement with mathematics through mathematical modelling<b>. </b>The research participants came from three selected schools in the Tshinane Circuit. These participants included three grade 11 mathematics teachers and 60 grade 11 mathematics learners. Twenty grade 11 mathematics learners were selected from each of the three selected schools, namely school A, school B, and school C. The participants were selected through purposive sampling. The student engagement in mathematics scale which is a self-report measure was used to assess three dimensions of student engagement (social, emotional, and cognitive) on their engagement with mathematics through mathematical modelling. Data analyzed descriptive analysis method using statistical package for the social sciences version 20 and interpreted in terms of theoretical framework of the study based on student engagements and mathematical modelling which is defined as using mathematics to explain and define the events in real life, to test ideas and to make estimations about real life events. When student views were analyzed, many learners expressed that they do not really enjoy solving problems with graphing linear functions. Most of them believe that they may understand graphing of linear functions better if another approach is used in teaching them. If employed regularly, the mathematical modelling approach may help to improve the learners’ understanding by improving their focus and helping them remember the learning expectations in mathematics.

Parental Numeracy Expectations, Home Numeracy Activities, and Children’s Early Numeracy Skills in Mainland China Across Urban and Rural Areas

2025-06-18

Han Yuan , Tijs Kleemans , Eliane Segers | Early Education and Development

Multisensory Mathematics Instruction for Differentiation in the Elementary Mathematics Classroom

2025-06-18

Cliff Chestnutt | IntechOpen eBooks

This paper explores multisensory mathematics instruction’s theoretical foundations and practical applications as a differentiation strategy in elementary classrooms. Drawing on constructivist theory, cognitive load theory, multiple intelligences theory, and other … This paper explores multisensory mathematics instruction’s theoretical foundations and practical applications as a differentiation strategy in elementary classrooms. Drawing on constructivist theory, cognitive load theory, multiple intelligences theory, and other relevant frameworks, we examine how engaging numerous senses in mathematics learning can enhance conceptual understanding, retention, and engagement for diverse learners. The study discusses key components of multisensory mathematics instruction, including the Concrete-Representational-Abstract (CRA) sequence, manipulatives, visual representations, movement-based learning, and technology integration. We present strategies for differentiating content, process, and product using multisensory approaches and provide implementation guidelines for educators. By synthesizing current research and best practices, this paper aims to demonstrate how multisensory mathematics instruction can create more inclusive, effective, and engaging learning environments that cater to the diverse needs of all students in elementary mathematics education.

Culturally responsive mathematics engagement through a family-inspired mathematizing routine

2025-06-16

Jennifer Suh , Stephanie Calabrese | Educational Studies in Mathematics

Abstract There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in … Abstract There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications. Set in three kindergarten classrooms serving a diverse and multilingual community in the northeast USA, teacher interviews utilized photo elicitation to study the ways in which implementation of this culturally responsive, family-inspired mathematics routine revealed parents’ intellectual resources and family and children’s funds of knowledge. Analysis of teacher responses revealed themes of linking family practices with mathematics practices; making connections among diverse families, peers and educators; and increasing avenues for communication and participation of diverse families. Particular benefits for multilingual families and implications for practice across a variety of settings are discussed.

Compensatory Mechanisms in Visual Sequence Learning: An fMRI Study of Children with Developmental Language Disorder

2025-06-16

Martyna Bryłka , Jakub Wojciechowski , Tomasz Wolak +1 more | bioRxiv (Cold Spring Harbor Laboratory)

Symptoms of developmental language disorder (DLD) may in part result from an underlying deficit in statistical learning (SL). This learning deficit may be related to the ability to extract probabilistic … Symptoms of developmental language disorder (DLD) may in part result from an underlying deficit in statistical learning (SL). This learning deficit may be related to the ability to extract probabilistic properties of events in the environment, which is based on the functions of cortical and subcortical brain regions underlying SL. Using a behavioral SL task and functional magnetic resonance imaging (fMRI), we tested SL ability in the visual domain and its neural correlates in children with DLD and their typically developing (TD) peers. During fMRI, children performed SL tasks involving sequences of two types of stimuli: easy-to-name (EN) objects and difficult-to-name (DN) objects. The children underwent a pre-training fMRI, one week of behavioural training and a post-training fMRI. Similar task performance was observed in both groups during the experimental sessions, with an improvement in performance following training in the SL tasks involving both EN and DN objects. FMRI results revealed that, after training, the DLD group presented greater involvement of the frontal cortex and temporal pole for EN objects. Furthermore, in the TD group, the left putamen, globus pallidus (GP) and thalamus were involved in the early stages of SL, whereas in the DLD group, these areas were involved in SL after training. For DN objects, after training, the DLD group presented greater involvement of the parietal and precuneus regions in the SL task performance. Our results suggest that children with DLD may employ different cognitive processes in SL than TD children, possibly as a compensatory mechanism.

Effects of emotions on children’s arithmetic: Insights from a strategy approach.

2025-06-16

Patrick Lemaire | Developmental Psychology

I adopted a strategy approach to examine the role of emotions in children's arithmetic and investigated how this role changes during childhood. Participants estimated sums of two-digit addition problems under … I adopted a strategy approach to examine the role of emotions in children's arithmetic and investigated how this role changes during childhood. Participants estimated sums of two-digit addition problems under emotionally neutral and negative conditions in three experiments (Ns = 127, 148, and 132). The results showed that negative emotions (a) impaired arithmetic performance, especially while solving harder problems and while executing harder strategies, (b) changed how often children used available strategies and how often they selected the better strategy on each problem, (c) did not change how many or what types of strategies children of all age groups used, (d) had similar influence on how often children of all age groups used available strategies and selected the better strategy on each problem, and (e) impaired strategy execution less and less strongly as children grow older. These findings illustrate the usefulness of investigating the role of emotions on children's cognition with a strategy approach. They also have important implications for further our understanding of how emotions influence children's arithmetic performance in particular and cognitive performance in general, as well as how this influence changes during children's development. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Executive function in children with signs of specific learning disorders

2025-06-16

Claudia Ceruti , Chiara Pecini , Gian Marco Marzocchi | Research in Developmental Disabilities

Importance of pattern recognition for later symbolic arithmetic: piloting a novel online training program for children in their first year of primary education

2025-06-16

Kurt Winkler , Martin Schöfl , Liane Kaufmann +1 more | Discover Education

Abstract Background and objectives An early understanding of numerosity is crucial to developing proficiency in arithmetic, and rapid pattern recognition via subitizing is key in this process. The training app … Abstract Background and objectives An early understanding of numerosity is crucial to developing proficiency in arithmetic, and rapid pattern recognition via subitizing is key in this process. The training app “LORE” specifically targets and cultivates pattern recognition skills from the beginning of formal schooling. This study investigated possible transfer effects on computational fluency and arithmetic ability of the readily available LORE training. Methods Included were 679 children from 38 Austrian school classes whose teachers used the novel web-based numerical training program LORE in their classrooms in the school year 2020/21. Notably, and unlike under ideal experimental conditions, use of the online training was at the teachers’ discretion and also depended on uptake by the children. Based on log-file data about program use, students were assigned to one of three groups (no usage, some usage, and full usage). Using the pattern recognition skills assessed at the beginning of first grade as baseline we tested the effects of LORE training on computational fluency and arithmetic skills as assessed throughout first and second grade. Results and discussion Our results demonstrate that full usage (compared to no usage) had significant effects on computational fluency that were evident up to the midpoint of the following school year. Although our study design warrants ecological validity by taking a “real world” approach on investigating training effects, the quasi-experimental design limits the control of confounders and therefore impairs internal validity. The pedagogical implications of training in pattern recognition and the need for future research are discussed.

Analysing Pre-Primary Students’ Mathematics Performance Through the Use of Educational Construction Toys

2025-06-15

Anastasia Sofroniou , Bhairavi Premnath , Costas Sisamos +2 more | Journal of mathematics science and technology education.

This study analyses the impact of manipulative learning tools, specifically the Engino toy blocks, on the mathematical performance of pre-primary students, especially in understanding the sections of counting and addition. … This study analyses the impact of manipulative learning tools, specifically the Engino toy blocks, on the mathematical performance of pre-primary students, especially in understanding the sections of counting and addition. The research hypothesis states that students using Engino toy blocks will perform significantly better than those using traditional learning methods. An experimental design of randomly assigning the students was employed, involving 50 students divided equally into an experimental group (students who used Engino toys) and a control group (students who did not use Engino toys). Statistical analysis included mean comparison, standard deviation and independent t-test to analyse performance differences. Findings indicate that students in the experimental group performed better, showing a mean value increase of approximately 37% compared to the control group, and a p-value was also found to be less than the significance level of .05. The large effect size of 0.83 demonstrates a strong influence of using the toy blocks in their learning experience. These results highlight the effectiveness of Engino toy blocks in improving engagement and deeper understanding of the concepts in early mathematics education.

Presentation time shapes perceived room size in visual and auditory modalities

2025-06-15

Johanna Bogon , Cindy Jagorska , Erhard Heinz +1 more | Cognitive Research Principles and Implications

COUNTING WITH STICKS: ENHANCING GRADE 1 STUDENTS' COUNTING SKILLS USING C.H.A.M.P.S FOR MATH ACTIVITIES

2025-06-14

Daisy Vee B. Juanillo , Jerson Taglucop , Jonelson C. Escandallo +4 more | EPRA International Journal of Multidisciplinary Research (IJMR)

One of the persistent challenges among elementary pupils is the development of strong counting skills, which are foundational to early mathematical learning. This quasi-experimental study aimed to determine the effectiveness … One of the persistent challenges among elementary pupils is the development of strong counting skills, which are foundational to early mathematical learning. This quasi-experimental study aimed to determine the effectiveness of the C.H.A.M.P.S. math activities in improving the counting skills of Grade 1 students. The C.H.A.M.P.S. framework consists of six interactive strategies: C – Counting with Sticks (Popsicle Stick Activities), H – Hands-On with Dominoes, A – Adding Play money Practice, M – Math Time with Straws, P – Perfecting Coin Counting, and S – Sorting Fruits & Veggies. These activities were implemented with 30 Grade 1 pupils from Maniki Central Elementary School SPED Center during the 2024–2025 academic year. A researcher-designed pre-test and post-test were used to measure students’ counting proficiency before and after the intervention. Pre-test results indicated that the participants demonstrated below-grade-level proficiency in counting. After the implementation of the C.H.A.M.P.S. math activities, students' post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t (29) = 24.317, p < .001, indicating a substantial gain in counting skills. These findings suggest that the C.H.A.M.P.S. math activities effectively enhance early numeracy development. The results support the integration of hands-on, contextualized learning strategies into early grade mathematics instruction. It is recommended that educators and policymakers incorporate similar evidence-based interventions into the primary mathematics curriculum to improve counting competency and overall mathematics achievement in early learners. Keywords: Quasi-Experimental, Counting, 30 Grade 1-Learners, Math Activities, Philippines

Computational markers show specific deficits for dyslexia and ADHD in complex learning settings

2025-06-13

Yafit Gabay , Lana Jacob , Ali Mansour +1 more | npj Science of Learning

Changes in Support Intervention Practices in Mathematics for 5-Year-Old Preschool Education: The Importance of a Collaborative and Reflective Process

2025-06-13

Isabelle Deshaies | Education Sciences

Preschool mathematics support remains insufficient, which can limit children’s skill development and impact their long-term academic success. This study explores how collaboration between researchers and teachers can enhance these practices. … Preschool mathematics support remains insufficient, which can limit children’s skill development and impact their long-term academic success. This study explores how collaboration between researchers and teachers can enhance these practices. It is based on the Classroom Assessment Scoring System (CLASS) model, which examines three key dimensions: concept development, language modeling, and the quality of feedback. This theoretical framework highlights the importance of pedagogical interactions in supporting early mathematical learning. A mixed-methods, longitudinal approach was adopted. Over three years, six teachers participated in five collaborative sessions per year. Systematic CLASS observations, questionnaires, interviews, and reflective journals were used to assess the evolution of teaching practices. The results reveal a significant improvement in the quality of mathematics support, particularly in concept development. However, feedback and language modeling progressed more slowly. Integrating mathematics into spontaneous situations, such as free play, remains a challenge. The discussion emphasizes the importance of continuous pedagogical support to further strengthen these practices and promote more interactive and contextualized learning experiences.