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Direct linkBonato, Mario; Fabbri, Sara; Umilta, Carlo; Zorzi, Marco – Journal of Experimental Psychology: Human Perception and Performance, 2007
Numerical fractions are commonly used to express ratios and proportions (i.e., real numbers), but little is known about how they are mentally represented and processed by skilled adults. Four experiments employed comparison tasks to investigate the distance effect and the effect of the spatial numerical association of response codes (SNARC) for…
Descriptors: Numbers, Mathematics, Number Concepts, Mathematical Concepts
Hannula, Minna M.; Rasanen, Pekka; Lehtinen, Erno – Mathematical Thinking & Learning: An International Journal, 2007
Children differ in how much they spontaneously pay attention to quantitative aspects of their natural environment. We studied how this spontaneous tendency to focus on numerosity (SFON) is related to subitizing-based enumeration and verbal and object counting skills. In this exploratory study, children were tested individually at the age of 4-5…
Descriptors: Number Concepts, Computation, Path Analysis, Skill Development
Peer reviewedPeterson, Candida; And Others – Child Development, 1975
Descriptors: Number Concepts, Preschool Education, Rewards, Values
Peer reviewedGreenblatt, M. H. – Math Teacher, 1969
Descriptors: Geometric Concepts, Geometry, History, Number Concepts
Peer reviewedPerkins, Victoria; Cullinan, Douglas – Education and Treatment of Children, 1985
Three elementary-school students were exposed to Fractions 1, an instructional program for fraction problem-solving skills based on "direct instruction" principles. Fraction performance increases could reasonably be attributed to the instructional program. Improvements were durable across a short follow-up period and transfer occurred to similiar…
Descriptors: Elementary Education, Fractions, Intervention, Number Concepts
Peer reviewedHess, Adrien L. – Mathematics Teacher, 1974
Descriptors: Mathematical Concepts, Mathematics Education, Number Concepts
Peer reviewedMusser, Gary L. – Mathematics Teacher, 1973
Three proofs for the problem show there exist irrational numbers a and b such that a to the b power is rational'' are presented and discussed. (DT)
Descriptors: College Mathematics, Instruction, Mathematics, Number Concepts
Peer reviewedHolt, Michael – Mathematics in School, 1972
Descriptors: Biographies, History, Mathematicians, Mathematics
Moser, Joseph M. – Sch Sci Math, 1970
Descriptors: Mathematics, Number Concepts, Secondary School Mathematics
Peer reviewedDuncan, David R.; Litwiller, Bonnie H. – Mathematics Teacher, 1971
Descriptors: Instruction, Mathematics, Number Concepts, Teaching Methods
DiVesta, Francis J.; Rickards, John P. – Journal of Experimental Psychology, 1971
Descriptors: Concept Formation, Number Concepts, Stimulus Devices
Rothenberg, Barbara B.; Courtney, Rosalea G. – Merrill-Palmer Quart, 1969
This study was supported by a grant from the Carnegie Corporation to Educational Testing Service. (MH)
Descriptors: Cognitive Development, Conservation (Concept), Number Concepts
Burton, Grace M.; Knifong, J. Dan – Academic Therapy, 1981
Procedures for using an abacus to teach addition to learning disabled children are described. Considerations in choosing, constructing, and doing basic problems with an abacus are discussed. (CL)
Descriptors: Addition, Arithmetic, Learning Disabilities, Number Concepts
Sfard, Anna; Lavie, Irit – Cognition and Instruction, 2005
Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a…
Descriptors: Cognitive Development, Number Concepts, Mathematics Instruction
Cheng-Zijuan; Chan, Lorna Kim Sang – International Journal of Early Years Education, 2005
Simplicity in number naming in a language (e.g. "ten-two" in Chinese is simpler than the irregular "twelve" in English) has been used to explain cross-cultural disparities in children's computational competence. In contrast to previous research focusing only on whether children can provide the correct answers, in this study (N =117 and 92) we…
Descriptors: Number Systems, Number Concepts, Mathematics Instruction
