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Direct linkZhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Child Development, 2020
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children…
Descriptors: Learning Problems, Mathematics Instruction, Mathematics Skills, Learning Disabilities
Peer reviewedJudd, Susan A.; Mervis, Carolyn B. – Child Development, 1979
The results of two experiments showed that five year olds can learn to solve class-inclusion problems if they are forced to consider the contradiction between their incorrect answers and their correct counting of the superordinate and subordinate classes. (JMB)
Descriptors: Classification, Computation, Conflict Resolution, Early Childhood Education
Peer reviewedJordan, Nancy C.; Hanich, Laurie B.; Kaplan, David – Child Development, 2003
Examined children's mathematical competencies between ages 7 and 9. Found no differences in developmental rate between children with math difficulties only (MD), math and reading difficulties (MD-RD), reading difficulties only (RD), and normal math/reading achievement (NA). Found that at end of Grade 3, MD group performed better than MD-RD group…
Descriptors: Child Development, Children, Comparative Analysis, Competence
Peer reviewedMoore, Colleen F.; And Others – Child Development, 1991
Examined the development of proportional reasoning by means of a temperature mixture task. Results show the importance of distinguishing between intuitive knowledge and formal computational knowledge of proportional concepts. Provides a new perspective on the relation of intuitive and computational knowledge during development. (GLR)
Descriptors: Age Differences, Cognitive Development, College Students, Computation
