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Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls

A study of the relationships between executive control (EC), informal numeracy, and both the mathematics skill acquisition of preschoolers and their mathematics proficiency at kindergarten entry, with additional analyses of the variance of developmental pathways between early EC and later mathematical competence for both boys and girls, based on data from 228 young children recruited in 2 Midwestern locations--a small city and a rural tri-county area
Resource Type:
Reports & Papers
United States

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