The Development of Mathematical Skills
By Chris Donlan. 2021
165 citations recorded by the source corpus.
Section 1: Pre-school mathematical understanding. Numerical competence in infants. A developmental perspective on children's counting. Symbolic function in pre-schoolers. Section 2: Mathematical understanding and mathematical performance. The relationship between conceptual and procedural knowledge in learning mathematics: A review. Doing mathematics as situated practice. Mathematics across national boundaries: Cultural and linguistic perspectives on numerical competence. Section 3: Working memory and mental calculation: Effects of age and anxiety. Children's mental arithmetic and working memory. On the cognitive consequences of mathematics anxiety. Section 4: Sources of individual difference in mathematical development. Cognitive neuropyschology and developmental dyscalculia. Is hearing impairment a cause of difficulties in learning mathematics? Number without language? Studies of children with specific language impairments. Individual differences in normal arithmetical development.
Subfields: Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/5ecf879938105c110c4d38cc6da5dd51c0f8a733
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Citations in the corpus
- The Development of Early Numeracy in Europe (2003, background): “As Donlan (1998) noted, arguments about innate numerical cognition which may serve as a foundation for mathematical development have been put forward at the same time as competing, yet probably complementary, empirical accounts have been advanced.”
- Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “Relatedly, studies on the development of natural numbers show that even though young children exhibit skills with discriminating and recognizing quantities (for reviews see Feigenson, 2007; Wynn, 1998), this does not automatically lead to natural number knowledge.”