Maternal use of math facts to support girls' math during card play

2020 ◽  
Vol 68 ◽  
pp. 101136 ◽  
Author(s):  
Beth M. Casey ◽  
Lindsey Caola ◽  
Martha B. Bronson ◽  
Dianne L. Escalante ◽  
Alana E. Foley ◽  
...  
Keyword(s):  
Math Facts

Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning

2021 ◽  
Author(s):  
James D. Stocker ◽  
Elizabeth M. Hughes ◽  
Andrew Wiesner ◽  
Shirley Woika ◽  
Michele Parker ◽  
...  
Keyword(s):  
Quantitative Reasoning ◽  
Fluency Intervention ◽  
Math Facts ◽  
Math Facts Fluency

Effectiveness of computerized drill and practice games in teaching basic math facts

1990 ◽  
Vol 1 (3) ◽  
pp. 149-165 ◽  
Author(s):  
Carol A. Christensen ◽  
Michael M. Gerber
Keyword(s):  
Math Facts ◽  
Drill And Practice ◽  
Basic Math Facts

scholarly journals What counts? Sources of knowledge in children’s acquisition of the successor function

2020 ◽  
Author(s):  
Rose M. Schneider ◽  
Jess Sullivan ◽  
Kaiqi Guo ◽  
David Barner
Keyword(s):  
Knowledge Sources ◽  
Successor Function ◽  
Arithmetic Expression ◽  
Sources Of Knowledge ◽  
Math Facts ◽  
Us Children

Although many US children can count sets by 4 years, it is not until 5½-6 years that they understand how counting relates to number - i.e., that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½-6-year-olds (N = 136) may leverage to acquire this “successor function”: (1) mastery of productive rules governing count list generation; and (2) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.

scholarly journals Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence.

2021 ◽  
Author(s):  
Mathieu Guillaume ◽  
Ethan Roy ◽  
Amandine Van Rinsveld ◽  
Gillian S. Starkey ◽  
Melina Uncapher ◽  
...  
Keyword(s):  
Math Achievement ◽  
Mathematical Reasoning ◽  
Educational Opportunities ◽  
Cognitive Domain ◽  
Late Childhood ◽  
Retrieval Cues ◽  
Math Ability ◽  
Progressive Development ◽  
Math Facts ◽  
8Th Grade

Groupitizing – the ability to take advantage of grouping cues to rapidly enumerate sets that otherwise require serial counting – is linked to conceptual aspects of numbers (accessing the cardinality of subgroups) and math (combining the subgroups values) that rapidly emerge during the first years of schooling (Starkey & McCandliss, 2014). Little else is known about its broader role in mathematical development. This study followed the development of groupitizing skill from late childhood through early adolescence (N = 1,209), revealing a pattern of progressive development over these critical years for math achievement. Individual differences were highly predictive of global math achievement from 3rd to 8th grade, above and beyond socioeconomic and cognitive (domain-general and math-specific) predictors. Experimental manipulations of item grouping cues (number of subgroups, numerical composition of subgroups) lead to similar effects that manipulations of operands have on symbolic mathematical reasoning, corroborating the view that groupitizing draws upon the same conceptual processes as symbolic math even in the absence of well-learned symbolic retrieval cues. Finally, we show that groupitizing provides new cognitive insights into the nature of the socioeconomic status achievement gap, which cannot be fully explained by familiarity with specific symbolic math facts learned in school but rather suggest inequities in educational opportunities that promote flexible mastery of conceptual processes. Taken together, groupitizing – as a non-symbolic assessment of conceptual processes in mathematics – could be a critical tool in implicitly assessing math ability.

Modeling Math Facts

2019 ◽  
pp. 19-32
Author(s):  
Nicki Newton ◽  
Ann Elise Record ◽  
Alison J. Mello
Keyword(s):  
Math Facts

Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals

2020 ◽  
pp. 1-9
Author(s):  
Steven L. Powell ◽  
Gary Duhon ◽  
Brian C. Poncy ◽  
Mwarumba Mwavita ◽  
Alexander J. N. Englen
Keyword(s):  
Comparative Analysis ◽  
Distributed Practice ◽  
Math Facts ◽  
Math Facts Fluency

Diagnosing Difficulties in Learning Basic Math Facts

1977 ◽  
Vol 10 (9) ◽  
pp. 585-589 ◽  
Author(s):  
William P. Dunlap ◽  
Charles S. Thompson
Keyword(s):  
Math Facts ◽  
Basic Math Facts

scholarly journals Using DI Flashcards with a Count-By Series Procedure with a Fourth Grade Student with ADHD and Learning Issues in a Resource Room Setting Math Facts with an Evaluation of Generalization to New Math Facts

2016 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Christy Wilson ◽  
T. F. McLaughlin ◽  
Andrea Bennett
Keyword(s):  
Student Performance ◽  
Single Case ◽  
Future Research ◽  
Single Case Design ◽  
Resource Room ◽  
Wide Range ◽  
Math Facts ◽  
Improve Student Performance ◽  
Di Flashcards ◽  
New Math

<p>DI flashcards have been proven be improve student performance in a wide range of subject matter-areas. Students with memory issues may well benefit from being taught with DI flashcards. Employing a count-by series has been employed by classroom teachers to teach multiplication. Count-bys can provide students an easy transition from addition to multiplication. This project implemented DI flashcards with a count by series to improve the performance of a single elementary school student having difficulty in math. These two procedures were evaluated in an ABABCB single case design. The results indicated that our participant’s performance increased when these two procedures were combined. Finally generalization was carried out with new math facts. When DI flashcards and the count by series charts were again employed with his new math facts, his performance quickly increased. Suggestions for future research employing DI flashcards and generalization of treatment outcomes were also provided.</p>

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