Development of Mathematical Understanding.

By David C. Geary. 2007

170 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/61d29ab07c46540d84b6503624ea3045a95b4200

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Citations in the corpus

An integrated theory of whole number and fractions development. (2011, unknown): “The non-verbal representations of quantity appear to be largely spatial (e.g., de Havia & Spelke, 2010; Gevers, Ratinckx, De Baene, & Fias, 2006), though other sensory modalities also seem to be included in the”
Beliefs About Cognitive Gender Differences: Accurate for Direction, Underestimated for Size (2011, background): “Item 6: Data show that there are no differences in the age at whichboys and girls learn to count to ten; both learn this skill around 36 months (Fuson 1988; Geary 2006; Lipton and Spelke 2006; Wynn 1990, 1992).”
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, background): “Based on findings frompsychometric studies that numerical proficiency is a robust dimension of individual differences (Geary, 1994, 2006), we also expected positive correlations across all four tasks.”
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. (2009, background): “Children from impoverished backgrounds achieve at a much lower level than other students throughout the course of schooling (e.g., Alexander and Entwisle, 1988; Geary, 1994; 2006).”
Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure (2012, background): “They test the earliest levels within those number competencies considered fundamental mathematically, psychologically and educationally (e.g. CCSSO/NGA, 2010; Geary, 2006; Sarama & Clements, 2009), including recognition of number and subitising (four items),(3) composition of number (early arithmeti”
Reducing the gap in numerical knowledge between low- and middle-income preschoolers (2011, background): “This gap is present before children enter elementary school, and it progressively widens over the course of schooling (Case & Okamoto, 1996; Denton &West, 2002; Geary, 2006). Improving the mathematical knowledge with which children from low-income backgrounds begin school may produce lasting benefit”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, unknown): “…learning fractions have led some researchers to claim that fractions, unlike whole numbers, are largely incompatible with the human cognitive architecture (e.g., Bonato et al., 2007; Dehaene, 1997; Feigenson, Dehaene, & Spelke, 2004; Gallistel & Gelman, 1992; Geary, 2007; Gelman & Williams, 1998).”