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Direct linkMcDonald, Jennifer A.; Merkley, Rebecca; Mickle, Jacqueline; Collimore, Lisa-Marie; Hawes, Zachary; Ansari, Daniel – Mind, Brain, and Education, 2021
Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative…
Descriptors: Mathematics Tests, Kindergarten, Research and Development, Theory Practice Relationship
Hawes, Zachary; Cain, Michelle; Jones, Shelly; Thomson, Nicole; Bailey, Cristol; Seo, Jisoo; Caswell, Beverly; Moss, Joan – Mind, Brain, and Education, 2020
The purpose of the current pilot study was to examine the effects of a teacher-designed and teacher-led numerical board game intervention. Fifty-four 4- to 6-year-olds were randomly assigned to either the number board game intervention or an active control group. Relative to the control group, children who received the number game intervention…
Descriptors: Educational Games, Teacher Developed Materials, Numbers, Instructional Effectiveness
Hawes, Zachary; LeFevre, Jo-Anne; Xu, Chang; Bruce, Catherine D. – Mind, Brain, and Education, 2015
There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three-dimensional (3D) mental rotation for 4- to 8-year-old children (N?=?165) that uses tangible 3D objects. Results revealed that the measure was both valid and reliable and…
Descriptors: Spatial Ability, Thinking Skills, Cognitive Processes, Children
