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Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages

McMullen, Jake; Hannula-Sormunen, Minna M.; Laakkonen, Eero; Lehtinen, Erno – Journal of Educational Psychology, 2016

Many people have serious difficulties in understanding rational numbers, limiting their ability to interpret and make use of them in modern daily life. This also leads to later difficulties in learning more advanced mathematical content. In this study, novel tasks are used to measure 263 late primary school students' spontaneous focusing on…

Descriptors: Numbers, Mathematical Concepts, Elementary School Students, Predictor Variables

Purpura, David J.; Baroody, Arthur J.; Lonigan, Christopher J. – Journal of Educational Psychology, 2013

The purpose of the present study was to determine if numeral knowledge--the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities--mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2…

Descriptors: Preschool Children, Mathematics Education, Numeracy, Basic Skills

Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut – Journal of Educational Psychology, 2017

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Preservice Teachers, Preservice Teacher Education

Schenke, Katerina; Nguyen, Tutrang; Watts, Tyler W.; Sarama, Julie; Clements, Douglas H. – Journal of Educational Psychology, 2017

We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income…

Descriptors: Mathematics Achievement, Racial Differences, African American Students, Classroom Environment

Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca – Journal of Educational Psychology, 2011

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…

Descriptors: Elementary School Students, Bilingual Students, Bilingual Education, Language of Instruction

Wong, Terry Tin-Yau; Ho, Connie Suk-Han – Journal of Educational Psychology, 2017

Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese…

Descriptors: Arithmetic, Word Problems (Mathematics), Problem Solving, Correlation

Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Journal of Educational Psychology, 2014

This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on…

Descriptors: Individual Differences, Cognitive Ability, Mathematics Skills, Numbers

Reilly, David; Neumann, David L.; Andrews, Glenda – Journal of Educational Psychology, 2015

Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

Descriptors: Gender Differences, Mathematics Achievement, Science Achievement, Meta Analysis

Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jurgen; Neubrand, Michael; Blum, Werner; Jordan, Alexander – Journal of Educational Psychology, 2008

Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics…

Descriptors: Knowledge Level, Knowledge Base for Teaching, Mathematics Teachers, Pedagogical Content Knowledge

Lampinen, Andrew K.; McClelland, James L. – Journal of Educational Psychology, 2018

Previous research has found that different presentations of the same concept can result in different patterns of transfer to isomorphic instances of that concept. Much of this work has framed these effects in terms of advantages and disadvantages of concreteness or abstractness. We note that mathematics is a richly structured field, with deeply…

Descriptors: Teaching Methods, Mathematics Instruction, Mathematical Concepts, Adult Education

Alexander, Patricia A. – Journal of Educational Psychology, 2018

On the occasion of the 125th anniversary of the American Psychological Association, the legacies and progenies of the discipline of educational psychology are explored. To capture those legacies, transformational and influential contributions by educational psychologists to schools and society are described as key themes. Those themes entail: the…

Descriptors: Educational Psychology, Professional Associations, Evidence Based Practice, Interdisciplinary Approach

Hurst, Michelle; Cordes, Sara – Journal of Educational Psychology, 2017

Rational number understanding is a critical building block for success in more advanced mathematics; however, how rational number magnitudes are conceptualized is not fully understood. In the current study, we used a dual-task working memory (WM) interference paradigm to investigate the dominant type of strategy (i.e., requiring verbal WM…

Descriptors: Short Term Memory, Learning Strategies, Mathematics Skills, Number Concepts

Begolli, Kreshnik Nasi; Richland, Lindsey Engle – Journal of Educational Psychology, 2016

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or…

Descriptors: Mathematics Instruction, Teaching Methods, Decision Making, Problem Solving

Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R.; Lein, Amy E.; Simonson, Gregory; Slater, Susan C. – Journal of Educational Psychology, 2015

This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem-solving and metacognitive…

Descriptors: Middle School Teachers, Middle School Students, Grade 7, Mathematics Teachers