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Direct linkKelsey J. MacKay; Filip Germeys; Wim Van Dooren; Lieven Verschaffel; Koen Luwel – Educational Studies in Mathematics, 2025
Rational numbers, such as fractions and decimals, are harder to understand than natural numbers. Moreover, individuals struggle with fractions more than with decimals. The present study sought to disentangle the extent to which two potential sources of difficulty affect secondary-school students' numerical magnitude understanding: number type…
Descriptors: Number Concepts, Numeracy, Secondary School Mathematics, Secondary School Students
Taylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Learning Disabilities Research & Practice, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency. Math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. However, while recent studies have found that growth in magnitude knowledge mediates fractions…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Taylor Lesner; Marah Sutherland; Madison Cook; Emily Wilke; Keith Smolkowski; Ben Clarke – Grantee Submission, 2025
Understanding numerical magnitude is critical to the development of mathematics proficiency, and math interventions targeting magnitude knowledge have been shown to improve outcomes for students with math learning difficulties across grade levels. While recent studies have found that growth in magnitude knowledge mediates fractions intervention…
Descriptors: Kindergarten, Mathematics Education, Knowledge Level, Outcomes of Education
Camilla Björklund; Hanna Palmér – Early Childhood Education Journal, 2025
The aim of this study is to deepen the understanding of how preschool teachers can use representations of different kinds to bring fore the mathematical content that may be afforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1-3 years of age) over the…
Descriptors: Foreign Countries, Preschool Curriculum, Preschool Education, Preschool Teachers
David Muñez; Josetxu Orrantia; Rosario Sanchez; Lieven Verschaffel; Laura Matilla – Journal of Cognition and Development, 2025
Previous research has demonstrated a link between children's ability to name canonical finger configurations and their mathematical abilities. This study aimed to investigate the nature of this association, specifically exploring whether the relationship is skill and handshape specific and identifying the underlying mechanisms involved.…
Descriptors: Foreign Countries, Elementary School Mathematics, Elementary School Students, Elementary School Teachers
Xia Li; Colleen Maas; Colleen Oppenzato – Early Education and Development, 2025
Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Number Concepts, Mathematics Education
