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Download full textEleftheriadi, Artemis; Lavidas, Konstantinos; Koustourakis, Gerasimos; Papadakis, Stamatis – Educational Process: International Journal, 2023
Background/purpose: Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about…
Descriptors: Misconceptions, Numbers, Arithmetic, Age Differences
Direct linkStewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy – Journal of Psychoeducational Assessment, 2017
This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…
Descriptors: Gender Differences, Error Patterns, Mathematics Tests, Achievement Tests
Degrande, Tine; Verschaffel, Lieven; Van Dooren, Wim – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
Both additive and proportional reasoning are types of quantitative analogical (QA) reasoning. We investigated the development and nature of primary school children's QA reasoning by offering two missing-value word problems to 3rd to 6th graders. In one problem, ratios between given numbers were integer, in the other ratios were non-integer. These…
Descriptors: Word Problems (Mathematics), Logical Thinking, Mathematical Logic, Elementary School Students
Nunes, Terezinha; Bryant, Peter; Evans, Deborah; Barros, Rossana – Mathematical Thinking and Learning: An International Journal, 2015
Before starting school, many children reason logically about concepts that are basic to their later mathematical learning. We describe a measure of quantitative reasoning that was administered to children at school entry (mean age 5.8 years) and accounted for more variance in a mathematical attainment test than general cognitive ability 16 months…
Descriptors: Young Children, Thinking Skills, Logical Thinking, Concept Formation
Farrington-Flint, Lee; Canobi, Katherine H.; Wood, Clare; Faulkner, Dorothy – British Journal of Developmental Psychology, 2007
The study addresses the relational reasoning of different-aged children and how addition reasoning is related to problem-solving skills within addition and to reasoning skills outside addition. Ninety-two 5- to 8-year-olds were asked to solve a series of conceptually related and unrelated addition problems, and the speed and accuracy of all…
Descriptors: Problem Solving, Arithmetic, Age Differences, Addition
Peer reviewedBryant, Peter; Rendu, Alison; Christie, Clare – Journal of Experimental Child Psychology, 1999
Examined whether 5- and 6-year-olds understand that addition and subtraction cancel each other and whether this understanding is based on identity or quantity of addend and subtrahend. Found that children used inversion principle. Six- to eight-year-olds also used inversion and decomposition to solve a + b - (B+1) problems. Concluded that…
Descriptors: Addition, Age Differences, Cognitive Development, Computation
Peer reviewedCanobi, Katherine H.; Reeve, Robert A.; Pattison, Philippa E. – Developmental Psychology, 2003
Examined patterns of conceptual and procedural knowledge of addition in 5- to 8-year-olds. Found that children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Also found that profiles of procedural competence were…
Descriptors: Addition, Age Differences, Arithmetic, Children
