Journal of Numerical Cognition最新文献_第4页

The real preschoolers of Orange County: Early number learning in a diverse group of children 奥兰治县真正的学龄前儿童：不同儿童群体的早期数字学习

Journal of Numerical Cognition Pub Date : 2021-04-27 DOI: 10.31219/osf.io/atzys

B. Sarnecka, James Negen, Nicole R. Scalise, Meghan C. Goldman, Jeffrey N. Rouder

{"title":"The real preschoolers of Orange County: Early number learning in a diverse group of children","authors":"B. Sarnecka, James Negen, Nicole R. Scalise, Meghan C. Goldman, Jeffrey N. Rouder","doi":"10.31219/osf.io/atzys","DOIUrl":"https://doi.org/10.31219/osf.io/atzys","url":null,"abstract":"The authors assessed a battery of number skills in a sample of over 500 preschoolers, including bothmonolingual and bilingual/multilingual learners from households at a range of socio-economic levels.Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it.The first goal of the study was to describe entailment relations among numeracy skills: Findings indicatedthat transitive and intransitive counting were jointly required for understanding cardinality; that cardinalityand knowledge of written number symbols were both required for using number lines. The study’s secondgoal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs.bilingual contexts), separating these from well-documented socio-economic influences such as householdincome and parental education: Language context had only a modest effect on numeracy, with nodifferences detectable on most tasks. However, a difference did appear on the scaffolded number-line task,where bilingual learners performed slightly better than monolinguals. The third goal of the study was to findout whether symbolic number knowledge for one subset of children (Spanish/English bilingual learnersfrom low-income households) differed when tested in their home language (Spanish) vs. their language ofpreschool instruction (English): Findings indicated that children performed as well or better in English thanin Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than inEnglish.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158716","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

Developmental dyscalculia 发展性计算障碍

Journal of Numerical Cognition Pub Date : 2019-12-10 DOI: 10.4324/9781351124805-6

A. Knops

引用次数: 0

The Nature of Math Anxiety in Adults: Prevalence and Correlates. 成人数学焦虑的本质:患病率和相关因素。

Journal of Numerical Cognition Pub Date : 2019-01-01 Epub Date: 2019-08-22 DOI: 10.5964/jnc.v5i2.195

Sara A Hart, Colleen M Ganley

引用次数: 54

Natural Alternatives to Natural Number: The Case of Ratio 自然数的自然替代：比率的情况

Journal of Numerical Cognition Pub Date : 2018-06-07 DOI: 10.5964/JNC.V4I1.97

Percival G. Matthews, Amy B. Ellis

{"title":"Natural Alternatives to Natural Number: The Case of Ratio","authors":"Percival G. Matthews, Amy B. Ellis","doi":"10.5964/JNC.V4I1.97","DOIUrl":"https://doi.org/10.5964/JNC.V4I1.97","url":null,"abstract":"The overwhelming majority of efforts to cultivate early mathematical thinking rely primarily on counting and associated natural number concepts. Unfortunately, natural numbers and discretized thinking do not align well with a large swath of the mathematical concepts we wish for children to learn. This misalignment presents an important impediment to teaching and learning. We suggest that one way to circumvent these pitfalls is to leverage students' non-numerical experiences that can provide intuitive access to foundational mathematical concepts. Specifically, we advocate for explicitly leveraging a) students' perceptually based intuitions about quantity and b) students' reasoning about change and variation, and we address the affordances offered by this approach. We argue that it can support ways of thinking that may at times align better with to-be-learned mathematical ideas, and thus may serve as a productive alternative for particular mathematical concepts when compared to number. We illustrate this argument using the domain of ratio, and we do so from the distinct disciplinary lenses we employ respectively as a cognitive psychologist and as a mathematics education researcher. Finally, we discuss the potential for productive synthesis given the substantial differences in our preferred methods and general epistemologies.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48576525","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: 13

Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers' Number Skills. 缩小早期数学差距:以游戏为基础的干预促进低收入学龄前儿童的数字技能。

Journal of Numerical Cognition Pub Date : 2017-01-01 Epub Date: 2018-01-30 DOI: 10.5964/jnc.v3i3.72

Nicole R Scalise, Emily N Daubert, Geetha B Ramani

{"title":"Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers' Number Skills.","authors":"Nicole R Scalise, Emily N Daubert, Geetha B Ramani","doi":"10.5964/jnc.v3i3.72","DOIUrl":"https://doi.org/10.5964/jnc.v3i3.72","url":null,"abstract":"Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated preschoolers from low-income backgrounds were less accurate than peers from middle-income backgrounds on a measure of symbolic magnitude comparison, but they performed equivalently on a measure of non-symbolic magnitude comparison. This suggests activities linking non-symbolic and symbolic number representations may be used to support children's numerical knowledge. Experiment 2 randomly assigned low-income preschoolers (M age = 4.7 years) to play either a numerical magnitude comparison or a numerical matching card game across four 15 min sessions over a 3-week period. The magnitude comparison card game led to significant improvements in participants' symbolic magnitude comparison skills in an immediate posttest assessment. Following the intervention, low-income participants performed equivalently to an age- and gender-matched sample of middle-income preschoolers in symbolic magnitude comparison. These results suggest a brief intervention that combines non-symbolic and symbolic magnitude representations can support low-income preschoolers' early numerical knowledge.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455118/pdf/nihms-1015135.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39441825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 33