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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Classification:Early Math/Numeracy [remove];
193 results found.|
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Accelerating the early numeracy development of kindergartners with limited working memory skills through remedial education A comparison of the impact of a remedial numeracy education program on the early numeracy development of two groups of kindergarteners with either limited or typical working memory skills, based on data from 933 children in the Netherlands followed over a period of 1.5 years |
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Accelerating math development in Head Start classrooms A study of the impact of participating in fun, diverse mathematics-related activities on math skills among Head Start preschool children |
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Accuracy of teacher judgments of preschoolers' math skills A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science |
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Assessing the development of preschoolers' mathematical patterning A study of the effect of a preschool intervention focused on algebraic patterns on preschoolers' performance on a patterns test both immediately following the intervention and at the end of first grade, based on data collected from the preschoolers of a control classroom and an intervention classroom at two Australian preschools |
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Assessing the mathematical thinking of young children in New Zealand: The initial school years An overview of assessment policy and practice in mathematics in the first 10 years of schooling in New Zealand, with selected findings from the Numeracy Development Projects |
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Assessment of mathematical development in early childhood: Some views of preschool practitioners in regional and rural Australia A qualitative survey of practitioners' rationales for and approaches to the assessment of children's mathematical development, methods for the documentation of children's participation in mathematical activities, and of the use of assessment records, based on data from early childhood center staff in Australia |
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"Big ideas": Missing pieces in early mathematics assessment A discussion of measures of early mathematics that relate general outcomes to specific skills, a presentation of key ideas to help school psychologists identify useful early mathematics measures that link assessment to instruction, and a discussion of related policy and research |
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"Boundary crossing": Negotiating understandings of early literacy and numeracy pathways An exploration of activities to facilitate the acquisition of early literacy and numeracy skills by young children, based on a study of 65 children in the year prior to school entry in Victoria, Australia |
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Broadening the horizon: Toddlers' strategies for learning mathematics An analysis of observations of strategies that toddlers initiate to enhance their understanding of basic aspects of mathematics, based on video observations of 23 children between 13 and 45 months old in 2 child care centers in Finland |
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Building kindergartners' number sense: A randomized controlled study A study of impact of a targeted small-group number sense intervention for high-risk kindergartners' understanding of numbers and operations, based on data from 132 kindergarten children from low income communities |
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Child care factors and kindergarten outcomes: Findings from a national study of children A longitudinal assessment of the cognitive development of children upon entering kindergarten, based on a sample of 18,097 children from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K) |
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Children's early numeracy in England, Finland, and People's Republic of China A comparison of the early numeracy scores of samples of 5-year-old children in three countries |
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Children's mathematics, making marks, making meaning A paradigm for a high-quality mathematical pedagogy during the developmental period, when young children's mathematical representations evolve from mark-making to the symbol system and from informal to formal mathematics |
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Children's perceptions of number and of learning about number as they enter formal schooling A pilot exploration of the numeracy of children at school entry, based on information collected in dialogical interviews with a random selection of nine boys from an Irish junior infants class |
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Children's reading and mathematics achievement in kindergarten and first grade A report presenting a picture of the children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998û99 (ECLS-K) as first-graders |
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Children's reading and mathematics achievement in kindergarten and first grade [Executive summary] A third report in a series on young children's experiences with school, based on data from the Early Childhood Longitudinal Study, Kindergarten class of 1998-99 (ECLS-K), which focuses on children's knowledge and skills in the first grade. |
Executive Summary
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A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners A comparison of the impact of lexical compounding, homophone awareness, and phonological awareness on children's Chinese word reading, based on data from 11 teachers and 88 children in 11 kindergarten classes in Hong Kong |
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Construction and evaluation of a number sense test with Head Start children A study to determine the reliability and validity of the Number Sense Test, an assessment of mathematical skills designed for preschool aged children |
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Cross-cultural comparisons of 5-year-olds' estimating and mathematical ability A study of the association between estimation and math ability, a second study of the relationship between math ability and estimation on a range of number line scales, and a third study to test for cross-cultural differences in estimation skill, based on data from 85 Chinese and 103 Scottish kindergarteners |
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Delivering on the promise of preschool: Investing in social and emotional development and early math skills An overview of efforts to support the socioemotional development and early math skills of preschool-age children |
Fact Sheets & Briefs
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Developing number sense in pre-k with five-frames An overview of ways in which the use of five-frames, rows of five squares that allow users to place physical objects each within a single box to create a visual representation for numbers zero to five, can support children's development of three basic counting principles in early care and education settings |
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Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school An examination of the relationship among Finnish preschool children's mathematics skills, task motivation, teachers' goals and the children's future mathematics skills during the transition to primary school |
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Development and evaluation of a standardised mediated assessment of young children's mathematical ability in a Chinese context An account of the development and initial use of an assessment of young children's mathematical ability with a sample of 235 young children in three kindergartens in China |
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The development of automatic numerosity processing in preschoolers: Evidence for numerocity-perceptual interference An experimental study to determine the abilities of preschoolers to process numerical and perceptual dimensions automatically in continuous and discrete quantification tasks |
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Development of mathematical reasoning among young children: How do children understand area and length? A review of selected research and theory on the topic of the development of children’s conceptions of area and length |
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