Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Author
| Cain, Chris R. | 1 |
| Costa, Hiwet Mariam | 1 |
| Faulkner, Valerie N. | 1 |
| Fuhs, Mary Wagner | 1 |
| Kelley, Ken | 1 |
| McNeil, Nicole M. | 1 |
| O'Rear, Connor | 1 |
| Passolunghi, Maria Chiara | 1 |
| Van Herwegen, Jo | 1 |
| Villano, Michael | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Secondary Education | 1 |
| Preschool Education | 1 |
Audience
Location
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| British Ability Scales | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkVan Herwegen, Jo; Costa, Hiwet Mariam; Passolunghi, Maria Chiara – School Psychology Quarterly, 2017
Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool…
Descriptors: Preschool Children, Educational Games, Control Groups, Experimental Groups
Fuhs, Mary Wagner; McNeil, Nicole M.; Kelley, Ken; O'Rear, Connor; Villano, Michael – Journal of Cognition and Development, 2016
Recent findings have suggested that adults' and children's approximate number system (ANS) acuity may be malleable through training, but research on ANS acuity has largely been conducted with adults and children who are from middle- to high-income homes. We conducted 2 experiments to test the malleability of ANS acuity in preschool-aged children…
Descriptors: Number Systems, Preschool Children, Low Income Groups, Probability
Faulkner, Valerie N.; Cain, Chris R. – Teacher Education and Special Education, 2013
Student performance in mathematics has been linked to the mathematical knowledge of the teacher. Based on this finding, a 5-day professional development module was created to improve teachers' mathematical knowledge and their understanding of number sense. We found no difference prior to the professional development in mathematical content…
Descriptors: Professional Development, Mathematics Education, Elementary Secondary Education, Knowledge Base for Teaching
