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Direct linkVanluydt, Elien; Verschaffel, Lieven; Van Dooren, Wim – Journal of Educational Psychology, 2022
The present study longitudinally investigated proportional reasoning abilities in early elementary school before the start of its instruction. Three aims were put forward: (a) distinguishing the different developmental states in young children's understanding of missing-value proportional situations, (b) investigating how children transition…
Descriptors: Logical Thinking, Thinking Skills, Young Children, Elementary School Students
Vukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S. – Child Development, 2014
Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number…
Descriptors: Children, Individual Differences, Mathematics, Arithmetic
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
