Journal ArticleDOI
Young children's recognition of quantitative relations in mathematically unspecified settings
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TLDR
The authors investigated children's spontaneous recognition of quantitative relations on mathematically unspecified settings and found substantial differences in participants' use of quantitative relation, numerosity and other aspects in their matching strategies.About:
This article is published in The Journal of Mathematical Behavior.The article was published on 2013-09-01. It has received 31 citations till now. The article focuses on the topics: Numerosity adaptation effect.read more
Citations
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Theories and Research in Clinical Decision Making and Skill Acquisition in Nursing Practice : Skill Acquisition ; Expert and exceptional performance: evidence of maximal adaptation to task constraints
K A Ericsson,A C Lehmann +1 more
TL;DR: In this article, the authors show that expert and exceptional performance are mediated by cognitive and perceptual-motor skills and by domain-specific physiological and anatomical adaptations, and that the highest levels of human performance in different domains can only be attained after around ten years of extended, daily amounts of deliberate practice activities.
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Modeling the developmental trajectories of rational number concept(s)
TL;DR: This article measured 10- to 12-year-old students' conceptual knowledge of rational numbers at three time points over a one-year period and estimated models of their conceptual knowledge using latent variable mixture models.
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Cultivating mathematical skills: from drill-and-practice to deliberate practice
TL;DR: The authors summarized findings of studies which describe students' self-initiated, deliberate practice in learning number knowledge, including technology-based learning environments aimed at triggering practice that goes beyond mechanical repeating of number skills.
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Unraveling the gap between natural and rational numbers
TL;DR: The authors reviewed the four main areas where systematic errors due to the natural number bias can be found, i.e., their size, operations, representations and density, and discussed the major theoretical frameworks from which rational number understanding is currently investigated.
Journal ArticleDOI
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge
TL;DR: This article investigated young children's tendency of spontaneous focusing on quantitative relations (SFOR), which may help explain individual differences in the development of fraction knowledge, and found that SFOR is a measure of the spontaneous focusing of attention on quantitative relation and the use of these relations in reasoning.
References
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Journal ArticleDOI
Expert and exceptional performance: evidence of maximal adaptation to task constraints.
TL;DR: Many of the mechanisms of superior expert performance serve the dual purpose of mediating experts' current performance and of allowing continued improvement of this performance in response to informative feedback during practice activities.
Journal ArticleDOI
Addition and subtraction by human infants.
TL;DR: 5-month-old infants can calculate the results of simple arithmetical operations on small numbers of items, which indicates that infants possess true numerical concepts, and suggests that humans are innately endowed with arathmetical abilities.
Journal ArticleDOI
Preverbal and verbal counting and computation.
TL;DR: The preverbal system of counting and arithmetic reasoning revealed by experiments on numerical representations in animals is described and a model of the fact retrieval process accounts for the salient features of the reaction time differences and error patterns revealed by experiment on mental arithmetic.
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Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
Yujing Ni,Yong-Di Zhou +1 more
TL;DR: This article reviewed three explanations of the origin of the whole number bias and concluded that there does not yet appear to be sufficient evidence to decide among the competing accounts as to the nature of the bias.
Journal ArticleDOI
Infants' Discrimination of Number vs. Continuous Extent
TL;DR: Infants' lack of a response to number, combined with their demonstrated sensitivity to one or more dimensions of continuous extent, supports the hypothesis that the representations subserving object-based attention, rather than those subserving enumeration, underlie performance in the above tasks.
Related Papers (5)
Spontaneous Focusing on Numerosity and Mathematical Skills of Young Children.
Minna M. Hannula,Erno Lehtinen +1 more
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias
Yujing Ni,Yong-Di Zhou +1 more