Linking Quantities and Symbols in Early Numeracy Learning

Autor: Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Carla Sowinski, Ozlem Cankaya

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

Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

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

Pathways to learning mathematics for students in French-immersion and English-instruction programs

Autor: Chang Xu, Sabrina Di Lonardo Burr, Sheri-Lynn Skwarchuk, Heather Douglas, Anne Lafay, Helena P. Osana, Victoria Simms, Judith Wylie, Erin A. Maloney, Jo-Anne LeFevre

Publikováno v: Xu, C, Di Lonardo Burr, S, Skwarchuk, S-L, Douglas, H, Lafay, A, Osana, H, Simms, V, Wylie, J, Maloney, E A & LeFevre, J-A 2022, ' Pathways to Learning Mathematics for Students in French-Immersion and English-Instruction Programs ', Journal of Educational Psychology, vol. 114, no. 6, pp. 1321–1342 . https://doi.org/10.1037/edu0000722

Canadian students enrolled in either French-immersion or English-instruction programs were followed from grades 2 to 3 (Mage = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral la

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e402a24a339db7bf72aced84ffa4575
https://doi.org/10.1037/edu0000722

Individual differences in the development of children’s arithmetic fluency from grades 2 to 3

Autor: Sheri-Lynn Skwarchuk, Sabrina Di Lonardo Burr, Chang Xu, Erin A. Maloney, Judith Wylie, Jo-Anne LeFevre, Heather Douglas, Helena P. Osana, Anne Lafay, Victoria Simms

Publikováno v: Developmental Psychology
Developmental Psychology, American Psychological Association, 2021, 57 (7), pp.1067-1079. ⟨10.1037/dev0001220⟩
Xu, C, LeFevre, J-A, Skwarchuk, S L, Di Lonardo Burr, S, Lafay, A, Wylie, J, Osana, H P, Douglas, H, Maloney, E A & Simms, V 2021, ' Individual differences in the development of children's arithmetic fluency from grades 2 to 3 ', Developmental Psychology, vol. 57, no. 7, pp. 1067–1079 . https://doi.org/10.1037/dev0001220
Xu, C, LeFevre, J-A, Skwarchuk, S L, Di Lonardo Burr, S, Lafay, A, Wylie, J, Osana, H P, Douglas, H, Maloney, E A & Simms, V 2021, ' Individual differences in the development of children’s arithmetic fluency from grades 2 to 3 ', Developmental psychology, vol. 57, no. 7, pp. 1067-1079 . https://doi.org/10.1037/dev0001220

In the present research, we provide empirical evidence for the process of symbolic integration of number associations, focusing on the development of simple addition (e.g., 5 + 3 = 8), subtraction (e.g., 5 - 3 = 2), and multiplication (e.g., 5 × 3 =

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8e3886135419551dcf7360a1883a1e0c
https://doi.org/10.1037/dev0001220

Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective

Autor: Gena Nelson, Sum Kwing Cheung, Alexa Ellis, Frank Niklas, Nancy Estévez-Pérez, Abbie Cahoon, Geetha B. Ramani, Victoria Simms, Erin A. Maloney, Belde Mutaf-Yıldız, Joyce Lin, David J. Purpura, María Inés Susperreguy, Sarah H. Eason, Nicole Gardner-Neblett, Sara A. Hart, Jo Anne Lefevre, Marie Coppola, Ellen C. Litkowski, Leanne Elliott, Yuejuan Pan, Winnie Wai Lan Chan, Bert De Smedt, Camilla Gilmore, Melody Kung, Erica Zippert, Natasha J. Cabrera, Thomas Gallagher-Mitchell, Jimena Cosso, George Manolitsis, Diana Leyva, Pamela E. Davis-Kean, Giulia A. Borriello, Caroline Byrd Hornburg, Yemimah A. King, Susan Sonnenschein, Sheri Lynn Skwarchuk, Gigliana Melzi, Iheoma U. Iruka

Publikováno v: J Numer Cogn
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://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c65f51d85dfbdfcb0c33159f16b6cfb
https://pubmed.ncbi.nlm.nih.gov/34778511