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Direct linkHoward, Steven J.; Woodcock, Stuart; Ehrich, John; Bokosmaty, Sahar – British Journal of Educational Psychology, 2017
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage…
Descriptors: Standardized Tests, Literacy, Numeracy, Student Evaluation
Ebersbach, Mirjam; Luwel, Koen; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2015
Children's estimation skills on a bounded and unbounded number line task were assessed in the light of their familiarity with numbers. Kindergartners, first graders, and second graders (N = 120) estimated the position of numbers on a 1--100 number line, marked with either two reference points (i.e., 1 and 10: unbounded condition) or three…
Descriptors: Mathematics Skills, Mathematics Instruction, Familiarity, Numeracy
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Download full textFuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Developmental Dissociation in the Neural Responses to Simple Multiplication and Subtraction Problems
Prado, Jérôme; Mutreja, Rachna; Booth, James R. – Developmental Science, 2014
Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a…
Descriptors: Hypothesis Testing, Numeracy, Arithmetic, Computation
Pietersen, Charlotte – South African Journal of Education, 2006
A pre-test post-test correlated groups design was used to evaluate the effectiveness of the Shuttleworth/Rotary Number Skills Development Programme to enhance the numeracy of Grade 2 learners (N = 169) from five primary schools (a private school, a school of auditory impaired learners, and three rural schools). An unstructured questionnaire was…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Numeracy
