Basic calculation proficiency and mathematics achievement in elementary school children.

By R. Cowan, Chris Donlan, Donna-Lynn Shepherd, Rachel Cole-Fletcher, Matthew L. Saxton, Jane Hurry. 2011

163 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ad0606c7cefdf4e1a8c5ff76ae576cd5dc61753b

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Citations in the corpus

Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, background): “Studies have also shown that memory components are related to the predictors of reading and arithmetic fluency, that is, counting (Cowan et al., 2011) and RAN (e.”
Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “…(Rittle- Johnson & Schneider, 2015) with research finding correlations between procedural and conceptual knowledge across a range of domains and ages (Cowan et al., 2011; Dowker, 2008; Durkin, Rittle-Johson, & Star, 2011; Hallet, Nunes, & Bryant, 2010; Hecht & Vagi, 2010; Patel & Canobi, 2010;…”
Catch Up Numeracy: a targeted intervention for children who are low-attaining in mathematics (2013, background): “Some studies suggest that it is rare for children to have difficulties with all aspects of arithmetic and at the same time no difficulties in other areas (Cowan et al., 2011).”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “The predictive relations between conceptual and procedural knowledge are even present over several years (Cowan et al., 2011).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “bidirectional relations across grade levels have been found for elementary-school children knowledge of whole number concepts and procedures (Cowan et al. 2011).”