Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on…

The experience of math anxiety can have detrimental effects on students' math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis…

Arithmetic is commonly taught through timed practice and drill, yet little research exists to guide optimal practice structure. This study investigated the effects of distributed practice and time pressure on the acquisition and retention of arithmetic facts. Following a pretest, adult participants (n = 211) were randomly assigned to learn…

In the literature on numerical cognition, the presence of the capacity to distinguish between numerosities by attending to the number of items, rather than continuous properties of stimuli that correlate with it, is commonly taken as sufficient indication of numerical abilities in cognitive agents. However, this literature does not take into…

Mastery of mathematics depends on the people's ability to manipulate and abstract values such as negative numbers. Knowledge of arithmetic principles does not necessarily generalize from positive number arithmetic to arithmetic involving negative numbers (Prather & Alibali, 2008, https://doi.org/10.1080/03640210701864147). In this study, we…

Sixty (35 girls) ninth graders were assessed on measures of algebraic reasoning and usage of visual and symbolic representations (with a prompt for visual use) to solve equations and inequalities. The study grouped visual representations into two categories: arithmetic-visual, which entailed the use of real-world objects to represent specific…

A child's home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home…

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students' math anxiety was negatively…

Recent work reveals a left digit effect in number line estimation such that adults' and children's estimates for three-digit numbers with different hundreds-place digits but nearly identical magnitudes are systematically different (e.g., 398 is placed too far to the left of 401 on a 0-1000 line, despite their almost indistinguishable magnitudes;…

One model of numeric perception is a density-area mechanism: a process that estimates both density and area of an array, then multiplies them to create an estimate of number. One line of evidence that supports this is the surprising numeric Ebbinghaus illusion: smaller context circles lead to greater perceived number than larger context circles,…

Math anxiety (MA) is an important affective factor that contributes to individuals' math proficiency. While self-reports are commonly used to measure MA, a number of limitations are inherently connected to this measuring method. Physiological responses are considered a promising alternative approach, but research is scarce and the empirical…

There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children's estimates on the number line task could provide insight into this. This study investigates children's estimation patterns on the number line task and assesses whether mathematics…

In two studies, children learned simple but adaptive decision strategies from decision feedback. In a probabilistic multi-cue decision task, we investigated children's decision strategies under different feedback conditions. In Study 1 (N = 313), 7- and 9-year-old German children learned the selective decision strategy Take-the-Best. Children…

The aim of this study was to summarize evidence about the relations between parent math support in children aged 3-5 years (from several countries in America, Asia, and Europe) and concurrent and longitudinal math outcomes. The (bio)ecological model of human development guided our hypotheses. The design and reporting of this meta-analysis used the…

Students' understanding of the meaning of the equal sign develops slowly over the primary grades. In addition to updating their representations of equations to recognize that the equal sign represents an equivalence relation rather than signaling an operation, students need to move beyond full computation to efficiently solve equivalence problems.…