scholarly journals Specific early number skills mediate the association between executive functioning skills and mathematics achievement.

2016 ◽  
Vol 52 (8) ◽  
pp. 1217-1235 ◽  
Author(s):  
Mary Wagner Fuhs ◽  
Caroline Byrd Hornburg ◽  
Nicole M. McNeil
Keyword(s):  
Mathematics Achievement ◽  
Executive Functioning ◽  
Early Number ◽  
And Mathematics ◽  
Executive Functioning Skills ◽  
Number Skills

Early Number Skills Gains and Mathematics Achievement: Intervening to Establish Successful Early Mathematics Trajectories

2017 ◽  
Vol 51 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Lina Shanley ◽  
Ben Clarke ◽  
Christian T. Doabler ◽  
Evangeline Kurtz-Nelson ◽  
Hank Fien
Keyword(s):  
At Risk ◽  
Mathematics Achievement ◽  
At Risk Students ◽  
First Grade ◽  
Early Mathematics ◽  
Study Results ◽  
Early Number ◽  
Critical Components ◽  
And Mathematics ◽  
Number Skills

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for mathematics difficulties in a kindergarten intervention study. Results indicated strong relationships between formal number skills gains and mathematics achievement across kindergarten and Grade 1. Intervention participants demonstrated larger informal and formal early number skills gains compared with their control peers, and relations between early number skills gains and first-grade mathematics achievement were moderated by intervention participation. Importantly, these findings suggest that formal and informal number skills gains may be critical components of later mathematics achievement for at-risk students. Implications for special education and intervention in tiered instructional systems are discussed.

scholarly journals Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome

PLoS ONE ◽  
2020 ◽  
Vol 15 (10) ◽  
pp. e0239224
Author(s):  
Sarah L. Lukowski ◽  
Emily R. Padrutt ◽  
Kyriakie Sarafoglou ◽  
Judith L. Ross ◽  
Jennifer R. Law ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Turner Syndrome ◽  
Cognitive Profiles ◽  
Early Number ◽  
And Mathematics ◽  
Number Skills

scholarly journals Correction: Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250388
Author(s):  
Sarah L. Lukowski ◽  
Emily R. Padrutt ◽  
Kyriakie Sarafoglou ◽  
Judith L. Ross ◽  
Jennifer R. Law ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Turner Syndrome ◽  
Cognitive Profiles ◽  
Early Number ◽  
And Mathematics ◽  
Number Skills

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

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