The codevelopment of children’s fraction arithmetic skill and fraction magnitude understanding.

2017 ◽  
Vol 109 (4) ◽  
pp. 509-519 ◽  
Author(s):  
Drew H. Bailey ◽  
Nicole Hansen ◽  
Nancy C. Jordan
Keyword(s):  
Arithmetic Skill

scholarly journals Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill

2009 ◽  
Vol 47 (12) ◽  
pp. 2470-2479 ◽  
Author(s):  
Nicole Davis ◽  
Christopher J. Cannistraci ◽  
Baxter P. Rogers ◽  
J. Christopher Gatenby ◽  
Lynn S. Fuchs ◽  
...  
Keyword(s):  
At Risk ◽  
Functional Imaging ◽  
Imaging Study ◽  
School Age Children ◽  
School Age ◽  
Children At Risk ◽  
Simple Arithmetic ◽  
Functional Imaging Study ◽  
Arithmetic Skill

Individual differences in arithmetic skill reflected in event-related brain potentials

2011 ◽  
Vol 80 (2) ◽  
pp. 143-149 ◽  
Author(s):  
M. Isabel Núñez-Peña ◽  
María Gracia-Bafalluy ◽  
Elisabet Tubau
Keyword(s):  
Individual Differences ◽  
Brain Potentials ◽  
Arithmetic Skill

Learning of a complex arithmetic skill in amnesia: Evidence for a dissociation between compilation and production

1988 ◽  
Vol 8 (1) ◽  
pp. 91-104 ◽  
Author(s):  
William Milberg ◽  
Michael P. Alexander ◽  
Neil Charness ◽  
Regina McGlinchey-Berroth ◽  
Anna Barrett
Keyword(s):  
Complex Arithmetic ◽  
Arithmetic Skill

scholarly journals PENINGKATAN KEMAMPUAN BERHITUNG MELALUI PERMAINAN TRADISIONAL DAKON DI RAUDHATUL ATHFAL AL KAMAL 1 PALARAN SAMARINDA

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Rinda Rinda ◽  
Robingatin Robingatin ◽  
Wildan Saugi
Keyword(s):  
Science And Technology ◽  
Classroom Research ◽  
Research Subjects ◽  
Arithmetic Skill ◽  
Traditional Game

Along with the development of science and technology, traditional games that can develop children’s skills still exist. One of them is dakon. This research is a classroom research aimed to develop arithmetic skills at Raudhatul Athfal Al Kamal 1 Palaran Samarinda. The research subjects were 12 students with 6 males and 6 females. The traditional game dakon focuses on introducing number 1-20, mentioning the number order 1-20, and sorting numbers of dakon. This research was carried out through two cycles with three meetings each cycle. The result of research shows that before the treatment the students’ skill is 0%. After the treatment, the skill on the cycle 1 is 31% with developing criteria. On the cycle 2, the skill is 77% with well-developed criteria. Thus, it can be concluded that the traditional game dakon can develop the students’ arithmetic skills of Raudhatul Athfal Al Kamal 1 Palaran, Samarinda.Key words: arithmetic skill, Dakon, traditional game 

scholarly journals More Space, Better Mathematics: Is Space a Powerful Tool or a Cornerstone for Understanding Arithmetic?

2018 ◽  
Author(s):  
Krzysztof Cipora ◽  
Philipp A. Schroeder ◽  
Mojtaba Soltanlou ◽  
Hans-Christoph Nuerk
Keyword(s):  
Number Line ◽  
Number Processing ◽  
Math Ability ◽  
Control Functions ◽  
Cognitive Operations ◽  
Interference Component ◽  
Arithmetic Skill ◽  
Mathematical Skill ◽  
Line P

Undoubtedly, tight links between space and number processing exist. Usually, findings of Spatial-Numerical Associations (SNA) are interpreted causally, i.e., that spatial capabilities aid or are even a fundamental cornerstone of mathematical skill. In this book chapter, we question this seemingly ubiquitous assumption.To start with, there is no robust and prevalent correlation between SNA in general and math abilities. After presenting an extended taxonomy for different SNA subtypes, we show that only some SNA subtypes correlate with math abilities, whereas others do not. We argue that these correlations are not conclusive for several reasons. (i) Their correlations vary (i.e., stronger SNA sometimes is related to better math ability, and sometimes to poorer math ability). (ii) The correlations might not show a genuine relation between space and number; rather mediator variables might explain the correlations. For instance, SNA tasks often involve an interference component tapping cognitive control functions (as in multi-digit number processing) or some relatively advanced reasoning skills or strategies. (iii) Finally, the direction of causality (if it exists) is far from resolved. While conventional theories suggest that spatial-numerical abilities underlie arithmetic skill, we argue that vice versa arithmetic abilities instead underlie performance in some spatial-numerical tasks used to assess spatial-numerical representations.On the other hand, benefits conferred by SNA trainings on math abilities seem to reinforce the claim that SNA underlies math abilities. We contend that tasks used in such trainings may tap several cognitive operations required in arithmetic, but not built-up fixed SNAs themselves. Therefore, we argue that using space is a powerful tool, especially for instructing and learning multi-digit numbers; however, this does not necessarily imply an internalized fixed mental number line.

scholarly journals Efficiency of Arithmetic Procedures Modulates the Problem-Size Effect in Subtraction

2015 ◽  
Vol 18 ◽  
Author(s):  
M. Isabel Núñez-Peña ◽  
Angels Colomé ◽  
Elisabet Tubau
Keyword(s):  
Size Effect ◽  
Strategy Selection ◽  
Retrieval Strategy ◽  
Problem Size ◽  
Behavioral Measures ◽  
Arithmetic Skill ◽  
Highly Skilled ◽  
Trial Basis ◽  
Problem Size Effect ◽  
Better Than

AbstractThe aim of this study was to examine whether differences in strategy selection and/or strategy efficiency can explain the modulation of the problem-size effect by arithmetic skill. More specifically, we wondered whether arithmetic skill increases the use of retrieval strategy in large problems, and/or enhances the efficiency of either retrieval or procedural strategies. The performance of highly-skilled (HS) and less highly-skilled (LS) individuals on a subtraction verification task was analyzed according to problem size and to the strategy reported on a trial-by-trial basis after each problem. The problem size effect was larger for LS individuals than for their HS peers, both in response time and in hit rate. Nevertheless, groups did not differ regarding the strategy reported for each subtraction size. As expected, problems in which retrieval strategy was reported were solved more quickly and more accurately than problems solved by procedural strategies. Responses using retrieval strategy were equally fast in the two groups, but HS individuals performed better than LS when using procedural strategies. The results therefore suggest that the differences in behavioral measures between groups might specifically be due to differences in the efficiency of procedural strategies.

scholarly journals Spatial skills first: The importance of mental rotation for arithmetic skill acquisition

2019 ◽  
Vol 5 (1) ◽  
pp. 5-23
Author(s):  
Carrie Georges ◽  
Véronique Cornu ◽  
Christine Schiltz
Keyword(s):  
Mental Rotation ◽  
Skill Acquisition ◽  
Cognitive Processes ◽  
Short Term Memory ◽  
Mathematical Education ◽  
Spatial Skills ◽  
Domain Specific ◽  
Arithmetic Skill ◽  
Symbolic Number ◽  
School Curricula

Considering the importance of arithmetic in school curricula, it is crucial to understand the cognitive processes underlying its successful acquisition. Previous research suggests the involvement of spatial skills, especially during arithmetic skill acquisition. We assessed the predictive effect of mental rotation on different arithmetic components in children halfway through elementary school. At this stage, additions and subtractions are already well mastered, while multiplications and divisions are newly acquired. Although mental rotation positively correlated with arithmetic performances regardless of operation, only multiplication, division and completion performances were significantly predicted by mental rotation when controlling for age, gender as well as domain-specific symbolic number skills and visuospatial short-term memory. This highlights the differential effects of mental rotation on arithmetic and suggests a particular importance for newly acquired arithmetic material. These findings extend previous research on the relation between spatial skills and arithmetic and yield practical information for mathematical education and instruction.

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