Zobrazeno 1 - 10
of 122
pro vyhledávání: '"Jo‐Anne LeFevre"'
Autor:
Chang Xu, Jo-Anne LeFevre, Sabrina Di Lonardo Burr, Erin A. Maloney, Judith Wylie, Victoria Simms, Sheri-Lynn Skwarchuk, Helena P. Osana
Publikováno v:
Journal of Numerical Cognition, Vol 9, Iss 2, Pp 253-267 (2023)
Children’s knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e.,
Externí odkaz:
https://doaj.org/article/1c1e51fc883f4f458f72ebabda03a820
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 1, Pp 1-23 (2022)
What is the foundational knowledge that children rely on to provide meaning as they construct an exact symbolic number system? People and animals can quickly and accurately distinguish small exact quantities (i.e., 1 to 3). One possibility is that ch
Externí odkaz:
https://doaj.org/article/142ade4180844d3994741d0d46101699
Publikováno v:
Journal of Numerical Cognition, Vol 7, Iss 3, Pp 259-274 (2021)
Math story problems are difficult for many solvers because comprehension of mathematical and linguistic content must occur simultaneously. Across two studies, we attempted to conceptually replicate and extend findings reported by Mattarella-Micke and
Externí odkaz:
https://doaj.org/article/e51efd6044054b44ada7dd5421e2aace
Autor:
Carlo Tomasetto, Jo-Anne LeFevre, Maria Chiara Passolunghi, Chiara De Vita, Veronica Guardabassi, Antonella Brunelli, Francesco Ciotti, Giancarlo Biasini
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
IntroductionChildren’s involvement in mathematics-related activities in the home environment is associated with the development of their early numeracy over the preschool years. Intervention studies to promote parents’ awareness and provision of
Externí odkaz:
https://doaj.org/article/9f8fd4d13b6743d6bf365f9d81796067
Autor:
Caroline Byrd Hornburg, Giulia A. Borriello, Melody Kung, Joyce Lin, Ellen Litkowski, Jimena Cosso, Alexa Ellis, Yemimah A. King, Erica Zippert, Natasha J. Cabrera, Pamela Davis-Kean, Sarah H. Eason, Sara A. Hart, Iheoma U. Iruka, Jo-Anne LeFevre, Victoria Simms, María Inés Susperreguy, Abbie Cahoon, Winnie Wai Lan Chan, Sum Kwing Cheung, Marie Coppola, Bert De Smedt, Leanne Elliott, Nancy Estévez-Pérez, Thomas Gallagher-Mitchell, Nicole Gardner-Neblett, Camilla Gilmore, Diana Leyva, Erin A. Maloney, George Manolitsis, Gigliana Melzi, Belde Mutaf-Yıldız, Gena Nelson, Frank Niklas, Yuejuan Pan, Geetha B. Ramani, Sheri-Lynn Skwarchuk, Susan Sonnenschein, David J. Purpura
Publikováno v:
Journal of Numerical Cognition, Vol 7, Iss 2, Pp 195-220 (2021)
This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating rel
Externí odkaz:
https://doaj.org/article/e66dfe282e6b488190206536b2dce187
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 3, Pp 322-354 (2020)
The written language of mathematics is dense with symbols and with conventions for combining those symbols to express mathematical ideas. For example, reading a factored polynomial function such as f(x) = x²(2x + 15) requires the knowledge that pare
Externí odkaz:
https://doaj.org/article/645c9c0c3120406eaf393c6bc9e727f8
Autor:
Michela DiStefano, Fraulein Retanal, Jean-François Bureau, Thomas E. Hunt, Anne Lafay, Helena P. Osana, Sheri-Lynn Skwarchuk, Philip Trepiak, Chang Xu, Jo-Anne LeFevre, Erin A. Maloney
Publikováno v:
Education Sciences, Vol 13, Iss 3, p 307 (2023)
In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality o
Externí odkaz:
https://doaj.org/article/fc00f3d3e44b45a799853e9afeab9733
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 262-282 (2019)
Symbolic number knowledge is strongly related to mathematical performance for both children and adults. We present a model of symbolic number relations in which increasing skill is a function of hierarchical integration of symbolic associations. We t
Externí odkaz:
https://doaj.org/article/3ed277db9a074d2091d4df778f25bdb9
Autor:
María Inés Susperreguy, Carolina Jiménez Lira, Chang Xu, Jo-Anne LeFevre, Humberto Blanco Vega, Elia Verónica Benavides Pando, Martha Ornelas Contreras
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expec
Externí odkaz:
https://doaj.org/article/94f4c95542c6485b94b9abe7f3fb3c13
Autor:
Sheri-Lynn Skwarchuk, Heather Douglas, Abbie Cahoon, Jo-Anne LeFevre, Chang Xu, Emilie Roy, Victoria Simms, Judith Wylie, Erin A. Maloney, Helena P. Osana, María Inés Susperreguy
Publikováno v:
Education Sciences, Vol 12, Iss 8, p 513 (2022)
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance o
Externí odkaz:
https://doaj.org/article/8b10a77c3aff4cfda7c458c5322b10c2