Individual differences in arithmetic: implications for psychology, neuroscience and education. A. Dowker. Psychology Press, Hove, New York, 2005. pp. 358. ISBN 1841692352

By K. Çakir. 2008

212 citations recorded by the source corpus.

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Citations in the corpus

Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories (2007, unknown): “It re-ﬂectsachild’searlyexperiences,aswellashisorhercognitive facility (Dowker, 2005; Lipton & Spelke, 2003).”
The role of cognitive inhibition in different components of arithmetic (2015, background): “Furthermore, individuals differ in their profile of performance across these components, and may have strengths in one component but not others (Dowker 2005) suggesting that these components rely on differential sets of skills.”
Mathematics Anxiety: What Have We Learned in 60 Years? (2016, background): “It also needs to be remembered that, even before considering the non-numerical aspects of mathematics, arithmetic itself is not a single entity, but is made up of many components (Dowker, 2005).”
Math talk during informal learning activities in Head Start families (2015, background): “However, differences are typically found on tasks with verbally stated numbers, story problems, written numerals, as well as higher-level math problems (Dowker, 2005; Jordan, Huttenlocher, & Levine, 1992, 1994).”
Attitudes to Mathematics in Primary School Children (2012, background): “Thomas and Dowker [20] (also see [10]) and Krinzinger et al.”
Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get (2008, background): “Dowker (2005) differentiated between two domains: ‘mathematical reasoning’ and ‘numerical facility’.”
Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum (2015, background): “Furthermore, this emerging mathematics competence develops for both boys and girls during the preschool years (Dowker, 2005).”
Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement? (2009, background): “Dowker (2005) demonstrated that counting knowledge consists of procedural and conceptual aspects.”
Individual differences in mathematical competence predict parietal brain activation during mental calculation (2007, background): “While it is well known that substantial individual differences in arithmetic abilities exist, the source of this variability is poorly understood (Dowker, 2005).”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, background): “In fact, mathematics difficulties in kindergarten and early primary school are largely overlooked (Dowker, 2005), even though number competencies can be achieved through targeted instruction (Booth & Siegler, 2008; Griffin et al., 1994).”
Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics (2013, methodology): “…find very difficult often elicit wild or unreasonable guesses, or inappropriate and rigid strategies; however, problems that children find just a little too difficult to solve readily are much more likely to elicit reasonable estimates and appropriate problem-solving strategies (Dowker, 2005).”
The Cultural Number Line: A Review of Cultural and Linguistic Influences on the Development of Number Processing (2011, background): “Dowker (2005) underlined the importance of a regular number system and whether it gives a clear and consistent representation of the base system (usually Base 10).”
The Challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds (2009, background): “The research deals with individual differences [Dowker, 2005] as well as cognitive universals [Klein & Starkey, 1988].”
Relationships between 9-Year-Olds' Math and Literacy Worries and Academic Abilities (2012, background): “Although it is assumed that the trepidation associated with math is greater than other academic domains [1, 2], research into anxiety problem-solving abilities associations in areas other than math is limited, even in older students [1].”