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A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds
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Xu, Chang; LeFevre, Jo-Anne; Di Lonardo Burr, Sabrina; Maloney, Erin A.; Wylie, Judith; Simms, Victoria; Skwarchuk, Sheri-Lynn; Osana, Helena P. – Journal of Numerical Cognition, 2023
Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on…
Descriptors: Young Children, Numeracy, Number Concepts, Serial Ordering
Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?
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Szkudlarek, Emily; Brannon, Elizabeth M. – Language Learning and Development, 2017
In this article we first review evidence for the approximate number system (ANS), an evolutionarily ancient and developmentally conservative cognitive mechanism for representing number without language. We then critically review five different lines of support for the proposal that symbolic representations of number build upon the ANS, and discuss…
Descriptors: Number Concepts, Symbols (Mathematics), Cognitive Processes, Neurology
Connecting Mathematical Knowledge: A Dialectical Perspective.
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Schmittau, Jean – Journal of Mathematical Behavior, 1993
Based on the cognitive psychological theories of Vygotsky and Davydov, discusses the establishment of connections between mathematical elements, and the algorithmic rules that govern them, and children's spontaneous mathematical concepts. Presents examples that establish connections involving addition and subtraction, comparing numerical…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Elementary Education
Implications for Math Learning and the Disadvantaged Child.
Shelby, Madge E. – 1980
Presented is a collection of very brief chapters (or sections) drawn from a variety of sources which discuss the characteristics of the disadvantaged learner. In addition, suggestions for teaching mathematics to the disadvantaged using a laboratory approach are made. Conclusions include a description of the attributes necessary to be an effective…
Descriptors: Cognitive Processes, Disadvantaged, Disadvantaged Youth, Educationally Disadvantaged
Second-Grade Children's Understanding of the Division Process.
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Brown, Sue – School Science and Mathematics, 1992
Presents results of 46 randomly selected children's performance measurement and partitive division problems when remainders are zero, nonzero but not used in the solution, and nonzero and used in the solution. Results indicate that children demonstrate an understanding of division prior to formal instruction. (MDH)
Descriptors: Cognitive Measurement, Cognitive Processes, Cognitive Tests, Division
Analyzing Problem Solving Processes Involved With Problems from Incidence Geometry--An Exploratory Study.
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Zimmermann, Bernd – 1980
A three-dimensional classification system of mathematical problems is given. A background philosophy is constructed through an analysis of different approaches to problem-solving research, leading to the statement of 5 theses and the objectives for the study. An exploratory study of mathematical problem-solving processes is conducted within this…
Descriptors: Cognitive Development, Cognitive Processes, College Mathematics, Geometric Concepts