Journal of Numerical Cognition最新文献

A capturing math language use during block play: Creation of the spatial and quantitative mathematical language coding system 在积木游戏中捕捉数学语言的使用：创建空间和数量数学语言编码系统

Journal of Numerical Cognition Pub Date : 2024-07-16 DOI: 10.5964/jnc.11589

Lindsey M. Bryant, Lauren Westerberg, Brianna L. Devlin, Tanya M. Paes, Elyssa A Geer, Anisha Katyayan, Kathleen M. Morse, Grace O’Brien, David J. Purpura, S. Schmitt

{"title":"A capturing math language use during block play: Creation of the spatial and quantitative mathematical language coding system","authors":"Lindsey M. Bryant, Lauren Westerberg, Brianna L. Devlin, Tanya M. Paes, Elyssa A Geer, Anisha Katyayan, Kathleen M. Morse, Grace O’Brien, David J. Purpura, S. Schmitt","doi":"10.5964/jnc.11589","DOIUrl":"https://doi.org/10.5964/jnc.11589","url":null,"abstract":"The goals of the current study were: 1) to modify and expand an existing spatial mathematical language coding system to include quantitative mathematical language terms and 2) to examine the extent to which preschool-aged children used spatial and quantitative mathematical language during a block play intervention. Participants included 24 preschool-aged children (Age M = 57.35 months) who were assigned to a block play intervention. Children participated in up to 14 sessions of 15-to-20-minute block play across seven weeks. Results demonstrated that spatial mathematical language terms were used with a higher raw frequency than quantitative mathematical language terms during the intervention sessions. However, once weighted frequencies were calculated to account for the number of codes in each category, spatial language was only used slightly more than quantitative language during block play. Similar patterns emerged between domains within the spatial and quantitative language categories. These findings suggest that both quantitative and spatial mathematical language usage should be evaluated when considering whether child activities can improve mathematical learning and spatial performance. Further, accounting for the number of codes within categories provided a more representative presentation of how mathematical language was used versus solely utilizing raw word counts. Implications for future research are discussed.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ninth-grade students’ conceptual understanding of the number line 九年级学生对数线概念的理解

Journal of Numerical Cognition Pub Date : 2024-07-05 DOI: 10.5964/jnc.12501

Zehra E Ünal, A. M. Ala, Gamze Kartal, Serkan Özel, David C. Geary

{"title":"Ninth-grade students’ conceptual understanding of the number line","authors":"Zehra E Ünal, A. M. Ala, Gamze Kartal, Serkan Özel, David C. Geary","doi":"10.5964/jnc.12501","DOIUrl":"https://doi.org/10.5964/jnc.12501","url":null,"abstract":"Sixty (35 girls and 25 boys) 9th-grade students’ conceptual understanding of the number line was qualitatively assessed through verbal explanations and visual representations. The assessment included an open-ended question focused on students’ number line descriptions and the explanations coalesced around six features: sequential ordering (i.e., numbers are sequentially represented), positivity-negativity of numbers (i.e., the number line contains positive and negative numbers), non-centrality (i.e., zero does not have to be in the center), infinity, increment flexibility (i.e., number line increments can vary), and continuity (i.e., numbers can be placed anywhere between minus infinity and plus infinity without breaks). The students’ explanations show that these six features emerge in five successive stages in the conceptual understanding of the number line. These stages are (1) no knowledge, (2) sequential ordering and positivity-negativity, (3) infinity and non-centrality, (4) incremental flexibility, and (5) continuity. The last two stages were not found in most descriptions. The results suggest that students’ understanding of the number line is incomplete and may be overestimated by commonly used quantitative assessments of number line knowledge.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141673370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners 了解工作记忆和语音记忆在数学中的作用以及对初学双语的幼儿园儿童的干预反应

Journal of Numerical Cognition Pub Date : 2024-04-17 DOI: 10.5964/jnc.11635

Madison A. Cook, K. Smolkowski, Lina Shanley, Joanna Hermida, Sylvia Linan-Thompson, Christian T. Doabler, Ben Clarke

引用次数: 0

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1 评估一年级加减法的计算能力和非计算策略的使用情况

Journal of Numerical Cognition Pub Date : 2024-04-17 DOI: 10.5964/jnc.12633

Delia Leuenberger, Elisabeth Moser Opitz, Noemi Gloor

{"title":"Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1","authors":"Delia Leuenberger, Elisabeth Moser Opitz, Noemi Gloor","doi":"10.5964/jnc.12633","DOIUrl":"https://doi.org/10.5964/jnc.12633","url":null,"abstract":"Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures 对成熟的数感进行简短的多项选择评估与资源密集型的评估结果密切相关

Journal of Numerical Cognition Pub Date : 2024-03-15 DOI: 10.5964/jnc.12679

Patrick K. Kirkland, Claire Guang, Chineme Otuonye, Nicole M. McNeil

{"title":"A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures","authors":"Patrick K. Kirkland, Claire Guang, Chineme Otuonye, Nicole M. McNeil","doi":"10.5964/jnc.12679","DOIUrl":"https://doi.org/10.5964/jnc.12679","url":null,"abstract":"Students who exhibit mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly choose effective problem-solving strategies (McIntosh et al., 1997, https://ro.ecu.edu.au/ecuworks/6819). Due to its dispositional nature, mature number sense is typically measured through in-depth interviews or tests of strategy usage. Yet, the lack of an efficient, rigorously developed measure has made it difficult to collect systematic, replicable evidence on students’ mature number sense. To address this, we developed a brief assessment of mature number sense. The present study provides additional convergent evidence of validity for this measure with US students in grades 3-8 (8–14 years old). We compared middle school (N = 40) and upper elementary school (N = 41) scores from the brief assessment with an established, time-intensive measure (Yang, 2019, https://doi.org/10.1007/s10649-018-9874-8) and an in-depth interview of student strategy usage (Markovits & Sowder, 1994, https://doi.org/10.2307/749290). We found strong correlations (r > 0.7) across all three measures, and this held even when controlling for students’ arithmetic scores (pr > 0.6). Researchers and educators can now use the brief assessment to investigate students’ mathematical thinking and advance knowledge of a key aspect of mathematical cognition.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The ecological validity of picture SFON tasks 图片 SFON 任务的生态有效性

Journal of Numerical Cognition Pub Date : 2024-03-15 DOI: 10.5964/jnc.11055

Sophie Batchelor, C. Gilmore, Jayne Spiller, Matthew Inglis

{"title":"The ecological validity of picture SFON tasks","authors":"Sophie Batchelor, C. Gilmore, Jayne Spiller, Matthew Inglis","doi":"10.5964/jnc.11055","DOIUrl":"https://doi.org/10.5964/jnc.11055","url":null,"abstract":"Research has identified that children differ in the extent to which they spontaneously focus on numerical aspects of the environment (Spontaneous Focusing on Numerosity, SFON) and that this correlates with their mathematics achievement. It is assumed that the mechanism underpinning this relationship is that children who spontaneously focus on numerical features of their environment will experience more self-initiated practice with number concepts. We explored this mechanism by investigating whether 4- to 5-year-old children’s verbal SFON scores on a picture description task related to their spontaneous focusing on number while engaged in play activities with their parent. We found that the scores derived from a picture description task were strongly correlated with the scores derived from the play sessions, rₛ = .638, 95% CI [.433, .781], providing evidence for this mechanism. We further investigated the role that verbal abilities may play in children’s performance on the picture description task, finding that general verbal abilities were not associated with verbal SFON scores. These results contribute to our understanding of the role played by verbal SFON tendencies in explaining differences in numerical development, and demonstrate the ecological validity of SFON picture tasks.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embodied magnitude processing: On the relation between the SNARC effect and perceived reachability 嵌入式幅度处理：SNARC效应与感知可达性之间的关系

Journal of Numerical Cognition Pub Date : 2024-03-15 DOI: 10.5964/jnc.10885

Nadine Koch, J. Lohmann, Martin V. Butz, H. Nuerk

{"title":"Embodied magnitude processing: On the relation between the SNARC effect and perceived reachability","authors":"Nadine Koch, J. Lohmann, Martin V. Butz, H. Nuerk","doi":"10.5964/jnc.10885","DOIUrl":"https://doi.org/10.5964/jnc.10885","url":null,"abstract":"Magnitude information, for instance, regarding weight, distance, or velocity, is crucial for planning goal-directed interactions. Accordingly, magnitude information, including numerical magnitude, can affect actions: Responses to small numbers are faster with the left hand than the right and vice versa (hand-based SNARC effect). Previous experiments found an influence of effector placements on the SNARC effect but also an influence of the mere distance between effectors and numbers. This indicates a sensorimotor grounding of space-number processing. In the current study, we investigated this grounding by probing the SNARC effect close to and far from the hands. We used a magnitude comparison task with a fixed standard of 5 (smaller numbers 1, 2, 3, 4; larger numbers 6, 7, 8, 9) and a sagittal response arrangement to measure hand-based and sagittal SNARC effects for digits presented at different sagittal distances to the hands, i.e., in peripersonal and extrapersonal space. A significant sagittal SNARC effect was found, with the largest effect size in extrapersonal space. Meanwhile, the hand-based SNARC effect appeared only descriptively, with the largest effect size between the hands, i.e., in peripersonal space. Additionally, a purely spatial congruency effect surfaced, prioritizing responses with the hand closer to the number. Together, these results emphasize that responses in simple decision-making tasks can be influenced interactively by a multitude of task-relevant axes and relative spatial locations, including effector placement and stimulus placement, as well as number magnitude.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Money talks! The role of parents’ discussion of money for preschoolers’ math knowledge 有钱能使鬼推磨父母讨论金钱对学龄前儿童数学知识的影响

Journal of Numerical Cognition Pub Date : 2024-03-15 DOI: 10.5964/jnc.11351

Shirley Duong, Leanne E. Elliott, Olivia Sidoti, Heather J. Bachman, Melissa E. Libertus, E. Votruba-Drzal

{"title":"Money talks! The role of parents’ discussion of money for preschoolers’ math knowledge","authors":"Shirley Duong, Leanne E. Elliott, Olivia Sidoti, Heather J. Bachman, Melissa E. Libertus, E. Votruba-Drzal","doi":"10.5964/jnc.11351","DOIUrl":"https://doi.org/10.5964/jnc.11351","url":null,"abstract":"Children’s participation in cultural, everyday practices and social interactions involving math and money can contribute to the development of their knowledge and skills in these domains. Further work is needed to uncover what features of these activities, such as aspects of the conversations that may occur (e.g., number and money talk), facilitate and/or are shaped by children’s understanding of money concepts and skills. The present study examined the extent to which parents engaged in conversations about numbers and money with their four-year-old children during pretend grocery play and the relations to children’s math skills. We found that talk about price labeling and exchanging currency or goods occurred most frequently and that money and number talk were not significantly related to children’s broader math skills. However, parents’ money talk was positively associated with children’s money-related math skills, and this association was driven by the co-occurrence of talk about money and numbers. Our results suggest that parent-child conversations in familiar contexts such as grocery shopping provide rich opportunities to discuss culturally relevant practices surrounding money and practice math skills in the context of monetary exchanges. Thus, it is critical to consider how existing family practices and everyday contexts support children’s early math learning.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140240047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We don’t have things for counting”: An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa “我们没有计算的东西”:探索南非贫困儿童的早期计算技能和家庭学习经验

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.8061

R. Merkley, Elizabeth Sernoskie, C. Cook, S. Howard, Hleliwe Makaula, Mbulelo Mshudulu, Nosibusiso Tshetu, C. Draper, G. Scerif

{"title":"“We don’t have things for counting”: An exploration of early numeracy skills and home learning experiences of children growing up in poverty in South Africa","authors":"R. Merkley, Elizabeth Sernoskie, C. Cook, S. Howard, Hleliwe Makaula, Mbulelo Mshudulu, Nosibusiso Tshetu, C. Draper, G. Scerif","doi":"10.5964/jnc.8061","DOIUrl":"https://doi.org/10.5964/jnc.8061","url":null,"abstract":"A child’s home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home environment and early numeracy skills of 243 children (3-5 years), who were not attending preschool programmes in very low-income settings in Cape Town, South Africa. Caregivers completed a questionnaire including information regarding experiences of children in the home; children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment (e.g. the number of books and toys), frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47361356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Number line estimation patterns and their relationship with mathematical performance 数线估计模式及其与数学性能的关系

Journal of Numerical Cognition Pub Date : 2023-07-31 DOI: 10.5964/jnc.10557

Carola Ruiz, Saskia Kohnen, R. Bull

{"title":"Number line estimation patterns and their relationship with mathematical performance","authors":"Carola Ruiz, Saskia Kohnen, R. Bull","doi":"10.5964/jnc.10557","DOIUrl":"https://doi.org/10.5964/jnc.10557","url":null,"abstract":"There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children’s estimates on the number line task could provide insight into this. This study investigates children’s estimation patterns on the number line task and assesses whether mathematics achievement is associated with these estimation patterns. Singaporean children (n = 324, Age M = 6.2 years, Age SD = 0.3 years) in their second year of kindergarten were assessed on the number line task (0-100) and their mathematical performance (Numerical Operations and Mathematical Reasoning subtests from WIAT II). The results show that most children’s number line estimation patterns can be explained by at least one mathematical model (i.e., linear, logarithmic, unbounded power model, one-cycle power model, two-cycle power model). But the findings also highlight the high percentage of participants for which more than one model shows similar support. Children’s mathematical achievement differed based on the models that best explained children’s estimation patterns. Children whose estimation patterns corresponded to a more advanced model tended to show higher mathematical achievement. Limitations of drawing conclusions regarding what performance on the number line task represents based on models that best explain the estimation patterns are discussed.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0