Building number sense with Number Worlds: a mathematics program for young children

By S. Griffin. 2004

287 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/fb62fa1645200c2511ee6a6f2bbbcddb15ed86e9

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Citations in the corpus

Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction (2007, background): “Further, and consistent with previous studies (Aunola et al., 2004; Griffin, 2004; Griffin & Case, 1997), we found that basic number knowledge and proficiency, such as quantity discrimination and magnitude comparison, at the beginning of kindergarten, make a great difference in students’ subsequent ”
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories (2007, background): “The number sense battery comprised several core areas: Counting skills and principles, which looks at knowledge of the count sequence, the ability to enumerate sets, number recognition, and understanding of counting principles (Geary, Hoard, & Hamson, 1999; Gelman & Gallistel, 1978); Number knowledg”
Mathematical Play and Playful Mathematics: A Guide for Early Education (2006, unknown): “Psychologists and educators have created research-based programs of early mathematics instruction (Casey, 2004; Greenes, Ginsburg, & Balfanz, 2004; Griffin, 2004; Serama & Clements, 2004; Sophian, 2004; Starkey, Klein, & Wakeley, 2004).”
Validating a Number Sense Screening Tool for Use in Kindergarten and First Grade: Prediction of Mathematics Proficiency in Third Grade (2010, background): “They eventually understand that numbers later in the count list have larger quantities than earlier quantities (N, N 1, [N 1] 1, and so on; Le Corre & Carey, 2006) and that, for example, 4 is bigger than 3 and that 2 is smaller than 5 (Griffin, 2004).”
Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study (2006, background): “Data from intervention studies suggest that children with dyscalculia have difficulties in forming flexible and automatically accessible representations of quantity ( Griffin, 2004; Gersten & Chard, 1999; Griffin & Case, 1999).”
Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties. (2006, background): “Children as young as 4 years of age recognize and describe global differences in quantities (Case & Griffin, 1990; Griffin, 2002, 2004).”
Mathematics Education in the Early Years: Building Bridges (2009, background): “Griffin (2004) reports on the pre-K–2 mathematics programme Number Worlds, developed to teach conceptual structure for number.”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “Teachers can also facilitate communication among the children, who can assist each other, build understanding by communicating about the game and number concepts, and provide feedback to one another (Griffin, 2004).”
Early Identification and Interventions for Students With Mathematics Difficulties (2005, methodology): “One seemingly promising approach is the Number Worlds curriculum, developed by Griffin (2004) and evaluated as Rightstart.”
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 ; ”
Informal Numeracy Skills (2013, background): “, rapidly identifying the total set size without counting), and estimation (i.e., the ability to obtain a reasonable approximation of the total set size without counting; Clements & Sarama, 2007; Griffin, 2004; Jordan et al., 2006; Sophian, 2004; Starkey et al., 2004; van de Rijt et al., 2003).”
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): “These types of interventions have been embedded in larger-scale kindergarten programs for children from lowincome communities [24,29] and children at-risk for DD [74].”
Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “85) and reflects, inter alia, elementary conceptions of number as a representation of quantity or a fixed point in the counting sequence (Griffin 2004).”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, methodology): “Specifically, number sense includes the recognition that numerals represent quantities and have magnitudes and that sets of numbers can be transformed and manipulated (Gelman & Gallistel, 1978; Griffin, 2004b; Malofeeva, Day, Saco, Young, & Ciancio, 2004).”