An Integrative Theory of Numerical Development.

By Robert S. Siegler, Hugues Lortie-Forgues. 2014

212 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ca8ec04e57e76baca0b2dad8468832e2c0ca65c8

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Citations in the corpus

Using Relational Reasoning to Learn About Scientific Phenomena at Unfamiliar Scales (2016, background): “Fractions, for example, typically represents the first real opportunity for students to reason about numbers other than whole numbers (Siegler and Lortie-Forgues 2014; Siegler et al. 2011).”
General and math-specific predictors of sixth-graders’ knowledge of fractions ☆ (2015, background): “Non-symbolic representations provide a foundation for understanding symbolic numbers (Siegler & Lortie-Forgues, 2014).”
Why Is Learning Fraction and Decimal Arithmetic so Difficult (2015, unknown): “In line with this analysis, Siegler and Lortie-Forgues (2014) suggested that numerical development can be seen as the progressive broadening of the set of numbers whose properties, including their magnitudes and the effects of arithmetic operations on those magnitudes, can be accurately represented.”
Variability in the natural number bias: Who, when, how, and why (2015, background): “…category of numbersdand thus the ability to recognize fundamental aspects of all numbersdunderlies the strong relationship that is observed between knowledge of fraction magnitudes and general mathematics achievement (Siegler et al., 2011; Siegler & Lortie-Forgues, 2014; Torbeyns et al., 2015).”
Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning (2019, background): “This is especially important as many theories of math development put sole emphasis on the contributions of numeracy skills to math development, and sometimes treat math as if it is synonymous with numeracy (Dehaene, 1997; Siegler & Lortie-Forgues, 2014).”