Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? - Wikidata - wikimedia - TriplyDB

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

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Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD)Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning Neurobiological underpinnings of math and reading learning disabilities.Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Sources of individual differences in children's understanding of fractions.NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLS The differential role of verbal and spatial working memory in the neural basis of arithmetic Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Adolescents' functional numeracy is predicted by their school entry number system knowledge.Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?Visual-spatial abilities relate to mathematics achievement in children with heavy prenatal alcohol exposure.Developmental gains in visuospatial memory predict gains in mathematics achievement Preschoolers' dot enumeration abilities are markers of their arithmetic competence.The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study Is Word-Problem Solving a Form of Text Comprehension?Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment.Does understanding relational terminology mediate effects of intervention on compare word problems?Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty.Cognitive strategy interventions improve word problem solving and working memory in children with math disabilities.The early prevention of mathematics difficulty: its power and limitations The cognitive and academic profiles of reading and mathematics learning disabilities.Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades.Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders.The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach.Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study.Number Sense and Mathematics: Which, When and How?Fluid reasoning predicts future mathematical performance among children and adolescents.Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.Effects of Extreme Prematurity on Numerical Skills and Executive Function in Kindergarten Children: An Application of Partially Ordered Classification Modeling Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.Change over Time: Conducting Longitudinal Studies of Children's Cognitive Development

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Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

http://www.wikidata.org/entity/Q34293158

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2010 nî lūn-bûn

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2010 թուականի Նոյեմբերին հրատարակուած գիտական յօդուած

@hyw

2010 թվականի նոյեմբերին հրատարակված գիտական հոդված

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2010年の論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年论文

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Do different types of school m ...... s general cognitive abilities?

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Developmental Psychology

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Do different types of school m ...... s general cognitive abilities?

@en

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Carol L Hamlett

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David C Geary

http://www.w3.org/2001/XMLSchema#string

Donald L Compton

http://www.w3.org/2001/XMLSchema#string

Douglas Fuchs

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Joan D Bryant

http://www.w3.org/2001/XMLSchema#string

Lynn S Fuchs

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Pamela M Seethaler

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P2860

Core systems of number

Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia

Developmental change in speed of processing during childhood and adolescence

Latent variable modeling of differences and changes with longitudinal data.

Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

Scientific and social significance of assessing individual differences: "sinking shafts at a few critical points".

The contributions of numerosity and domain-general abilities to school readiness.

Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students.

Generalist genes and learning disabilities.

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1731-1746

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scholarly article

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10.1037/A0020662

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6

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46

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Christopher Schatschneider

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2010-11-01T00:00:00Z

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46168946

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20822213

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2976828

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