Children’s Non-symbolic and Symbolic Numerical Representations and Their Associations With Mathematical Ability [PDF]
Frontiers in Psychology, 2018 Most empirical evidence supports the view that non-symbolic and symbolic representations are foundations for advanced mathematical ability. However, the detailed development trajectories of these two types of representations in childhood are not very ...
Yanjun Li +6 more
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How do socioeconomic attainment gaps in early mathematical ability arise? [PDF]
Child Dev, 2023 Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge.
James-Brabham E +5 more
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Neurobiological origins of individual differences in mathematical ability. [PDF]
PLoS Biol, 2020 Mathematical ability is heritable and related to several genes expressing proteins in the brain. It is unknown, however, which intermediate neural phenotypes could explain how these genes relate to mathematical ability.
Skeide MA +6 more
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Mathematical Literacy: A Case Study on Padang Students' Mathematical Ability
Al-Jabar, 2021 This study aims to analyze student mathematical literacy ability from the perspective of students' Mathematical Ability. This research is a descriptive study with a qualitative approach.
Yulia Yulia +2 more
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JOHME: Journal of Holistic Mathematics Education, 2023 Mathematical ability is a cognitive ability that needs to be developed in every student because the mathematical ability is closely related to solving problems that involve the relationship of numerical symbols with students' cognitive activities.
Ilham Muhammad, Lilis Marina Angraini
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Full-information item bifactor model for mathematical ability assessment in Chinese compulsory education quality monitoring [PDF]
Frontiers in Psychology, 2022 This study focuses on the measurement of mathematical ability in the Chinese Compulsory Education Qualification Monitoring (CCEQM) framework using bifactor theory.
Xiangbin Meng +3 more
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The Connection Between Spatial and Mathematical Ability Across Development. [PDF]
Front Psychol, 2018 In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures.
Young CJ, Levine SC, Mix KS.
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A systematic review of attention deficit hyperactivity disorder (ADHD) and mathematical ability: current findings and future implications. [PDF]
BMC Med, 2015 BackgroundSeveral recent behavioural and behavioural genetic studies have investigated the relationship between attention deficit hyperactivity disorder (ADHD) and mathematical ability.
Tosto MG, Momi SK, Asherson P, Malki K.
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Prima: Jurnal Pendidikan Matematika, 2021 The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in
Ilma Nurfadilah +2 more
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Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school. [PDF]
Mem Cognit, 2015 The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated.
Van de Weijer-Bergsma E +2 more
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