How Training on Exact or Approximate Mental Representations of Number Can Enhance First-Grade Students' Basic Number Processing and Arithmetic Skills

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Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016, methodology): “…line estimation skills are causally related to arithmetic performance and confirm previous intervention studies in which comparison training (e.g., Obersteiner et al., 2013) or number line estimation training (e.g., Kucian et al., 2011; Ramani & Siegler, 2011) resulted in improved arithmetic.”
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior (2013, background): “, Ramani & Siegler, 2011; Siegler & Ramani, 2009) and standardized measures of mathematics achievement (Obersteiner et al., 2013; but see Rasanen et al., 2009 and Wilson et al., 2009), which suggests that numerical magnitude processing might be”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, unknown): “…magnitude comparison and precise small-number abilities in school children’s computation skills, and have found that both measures predict number abilities (Fuchs et al., 2010a, 2010b; Obersteiner et al., 2013; Reeve et al., 2012; Reigosa-Crespo et al., 2012; Träff, D ow nl oa de d B y: 1 0.”