Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties.

By Nancy C. Jordan, David Kaplan, Leslie Nabors Oláh, Maria N. Locuniak. Child Development, 2006

721 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/78637873ceddf67c22bbb0e265ac3db702146422

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Citations in the corpus

Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “Consistent with findings of children’s general academic skills, there are differences related to SES in children’s acquisition of math skills (Jordan et al., 2006: National Research Council, 2009).”
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school (2016, background): “Moreover, because children’s reading and spelling skills have been found to be associated with parental educational level (Jordan et al., 2006; Lewis, 2000), parental education level was also controlled for.”
Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, background): “... in the numerical proficiency of preschoolers and kindergartners from different socioeconomic status backgrounds have been demonstrated on a wide range of foundational tasks: reciting the counting string, counting sets of objects, counting up or down from a given number other than 1, recognizing ”
Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes (2009, methodology): “Administration and scoring procedures were standardized to reduce potential bias (Jordan et al., 2006).”
Pathways to mathematics: longitudinal predictors of performance. (2010, methodology): “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).”
The Study of Number Sense: Realistic Activities Integrated into Third-Grade Math Classes in Taiwan (2010, background): “Several studies document the ability of children to develop number sense when it is taught in the context of real life ( Greenes, Schulman, & Spungin, 1993 ; Griffin, 2004 ; Jordan, Kaplan, Olah, & Locuniak, 2006 ; NCTM, 2000; Organization for Economic Co-operation and Development [OECD], 2004 ; ”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “A substantial part of the test of Quantitative Concepts involved recognising number sequences, and number sense, as measured by Jordan et al. (2006), included missing number.”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, background): “Counting the numerosity of a concrete set of items means that a child uses his or her number word sequence skills to enumerate (Aunio and Niemivirta 2010; Jordan et al. 2006).”
The association between mathematical word problems and reading comprehension (2008, background): “SES has also been shown to be an important demographic factor behind mathematical thinking skills (Jordan, Kaplan, Olah, & Locuniak, 2006 ).”
An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice (2013, background): “Number sense is considered to be the foundation of school success in mathematics, and most children develop the fundamentals of a number sense before elementary school (Jordan et al. 2006).”