Handbook of mathematical cognition

By Jamie I. D. Campbell. 2004

736 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ce820516fa3b0349556926c613db35ccdc90a6f

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Citations in the corpus

Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. (2009, background): “Learning of answers to arithmetic problems has usually been viewed as a simple associative process (eg, Campbell, 1991; Zbrodoff & Logan, 2005).”
Home numeracy experiences and children’s math performance in the early school years. (2009, background): “These fine-motor activities may be relevant for younger children or for comparing typically developing children to those with specific disabilities due to the importance of fingers in early counting and addition (eg, Barnes, Smith-Chant, & Landry, 2005; Butterworth, 2005).”
A validation of eye movements as a measure of elementary school children's developing number sense (2008, background): “However, little is known about the influence the mental number line may have on the development of more complex mathematical competencies such as arithmetic or algebra (Campbell, 2005).”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, background): “In Spencer et al,s (1999) studies, for example, women with high math ability performed less well (than equally qualified men) on difficult math tests both when they were told that the test produced gender differences and when that information was not given, but performed as well as men when told tha”
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2021, background): “Campbell (2005) proposed that mathematical ability is made up of two key elements: numerical ability (basic number representation and simple arithmetic and operations) and mathematical problem-solving (the generation of solutions from abstract representations of mathematical relations in…”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, background): “The closest similarity exists between the internal number line and the external number line, since both are not only analogous but also one-dimensional and usually represent magnitudes in ascending order from left to right (Fias & Fischer, 2005).”