The purpose of the present study was to determine if numeral knowledge—the ability identify Arabic numerals and connect their respective quantities—mediates relation between informal formal mathematical knowledge. A total 206 3- 5-year-old preschool children were assessed on 6 mathematics tasks 2 knowledge tasks. year later, these measures knowledge, namely, Woodcock-Johnson III Calculation Subtest a number combinations task. Mediation analyses revealed that is fully mediated by but only...

Over 9 months, structured clinical interviews with 17 kindergartners were used to study (a) the learning of a concrete counting strategy for addition, (b) transition from mental strategies, and (c) role commutativity principle in developing more economical strategies. Kindergartners appear differ their readiness use strategy. Many children persisted all objects. The most common sequence strategies was starting first addend, larger then on addend. A knowledge does not be necessary invent that...

How children learn the basic addition and subtraction facts, why many have difficulty mastering these skills, what teachers can do to prevent or overcome learning difficulties.

What is the relationship between principle of commutativity and development addition strategies that disregard addend order? It has been proposed assumption (Conjecture 1) or discovery 2) a necessary condition for invention such advanced strategies. A third hypothesis suggests children may invent labor-saving without necessarily appreciating principle. This study tested three conjectures by evaluating 36 kindergartners on two types tasks. Both tasks involved predicting whether commuted...

Research Findings: A 9-month study served to evaluate the effectiveness of a pre-kindergarten number sense curriculum. Phase 1 intervention involved manipulative-, game-based instruction; 2, computer-aided mental-arithmetic training with simplest sums. Eighty 4- and 5-year-olds at risk for school failure were randomly assigned (a) structured discovery n+0/0+n=n pattern n+1/1+n = after n relation; (b) explicit (c) blocked practice (zero, one, number-after) items; (d) haphazard practice....

.A critical component in enhancing academic success is identifying children at risk of later difficulties. Although significant efforts have been devoted to design effective assessment processes elementary school, fewer (particularly for mathematics) made preschool. The focus this study was and evaluate a brief early numeracy skills screening tool. Measure development validation occurred two-stage process with diverse distinct samples. In the first stage, 393 preschool were assessed on...

This study examined the use of commutativity, addition-subtraction complement, and N +1 progression principles in a numerical task by capable first, second, third graders. Fifty-four children were interviewed individually. A series number combinations was given as game which one had to compute solving some items but could avoid computation others using principles. Commutativity used extensively at each grade. Use complement principle solve subtraction varied across grades depended on how...

The thesis is advanced that children do not learn and store basic number combinations as so many separate entities or bonds (as hundreds of specific numerical associations) but a system rules, procedures, principles well arbitrary associations. In this view, “mastering the facts” largely involves discovering, labeling, internalizing relationships--processes encouraged by teaching thinking strategies. Moreover, internalized may become routinized help to account for efficient production in...

Abstract Knowledge of addition combinations has long been thought to facilitate the learning subtraction (e.g., 8 - 5 = ? can be answered by thinking + 8). Indeed, it follows from Siegler's (1987) model that an associative facilitating effect should make correct answer most common response a combination, even in earliest phase mental-subtraction development. Children initial or early development were examined 2 studies. Study 1 involved 25 kindergartners and 15 first graders gifted program;...