The precursors of mathematics learning: Working memory, phonological ability and numerical competence.

By M. Passolunghi, B. Vercelloni, H. Schadee. 2007

346 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1fafed7f94e289537134417a762dbae39babb05e

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In Developmental and Educational Psychology

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Citations in the corpus

Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? (2010, neutral): “2007 ; Krajewski and Schneider 2009 ; Passolunghi, Vercelloni, and Schadee 2007 ).”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, background): “Hecht, Torgesen, Wagner, and Rashotte (2001) and Passolunghi, Vercelloni, and Schadee (2007) showed that the speed of counting as fast as possible from one to 10 is a predictor of ability in early mathematics in primary school first-graders.”
Pathways to mathematics: longitudinal predictors of performance. (2010, background): “Children’s early numeracy skills, measured before or during kindergarten, predict performance on conventional mathematics tests in the first few years of formal schooling (e.g., Aunola et al., 2004; Bull et al., 2008; Jordan et al., 2006; Jordan et al., 2007; Passolunghi et al., 2007).”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “…problems and number combinations (Jordan et al. 2007), calculation, number line and magnitude comparison (LeFevre et al. 2010), number reading (Passolunghi, Vercelloni, and Schadee 2007), and numeracyrelated logical (Aunio and Niemivirta 2010; Desoete et al. 2009; Stock, Desoete, and Roeyers…”
Relationships between approximate number system acuity and early symbolic number abilities (2012, background): “Despite the number of studies investigating the precursors of later math competencies in children just before or at the beginning of formal education, to date most of them paid little attention to approximate non-symbolic number abilities and focused mainly on symbolic number abilities like counting”
Chapter Six - How Working Memory Capacity Affects Problem Solving (2012, background): “…span) suggesting a domain-specific relationship, but this is no longer the case and the relation of math performance to non-numerical complex span tasks has now been established (Bull et al., 2008; Clair-Thompson & Gathercole, 2006; Holmes & Adams, 2006; Jurden, 1995; Passolunghi et al., 2007).”