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Kainulainen, Mikko; McMullen, Jake; Lehtinen, Erno – Cognition and Instruction, 2017
Difficulties with rational numbers have been explained by a natural number bias, where concepts of natural numbers are inappropriately applied to rational numbers. Overcoming this difficulty may require a radical restructuring of previous knowledge. In order to capture this development, we examined third- to fifth-grade students' understanding of…
Descriptors: Numbers, Foreign Countries, Grade 3, Grade 4
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Hawes, Zachary; Moss, Joan; Caswell, Beverly; Naqvi, Sarah; MacKinnon, Sharla – Cognition and Instruction, 2017
This study describes the implementation and effects of a 32-week teacher-led spatial reasoning intervention in K-2 classrooms. The intervention targeted spatial visualization skills as an integrated feature of regular mathematics instruction. Compared to an active control group, children in the spatial intervention demonstrated gains in spatial…
Descriptors: Spatial Ability, Numeracy, Mathematics Skills, Geometry
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Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan; Luwel, Koen; Verschaffel, Lieven – Cognition and Instruction, 2014
External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that children can make use of these structures for enumerating the dots, rather than relying on one-by-one…
Descriptors: Grade 1, Elementary School Students, Numbers, Number Concepts
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Bouwmeester, Samantha; Verkoeijen, Peter P. J. L. – Cognition and Instruction, 2012
Children's estimation patterns on a number line estimation task may provide information about the mental representation of the magnitude of numbers. Siegler and his colleagues concluded that children's mental representations shift from a logarithmic-ruler representation to a linear-ruler representation. However, there are important methodological…
Descriptors: Computation, Numbers, Cognitive Processes, Kindergarten
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Mantzicopoulos, Panayota; Samarapungavan, Ala; Patrick, Helen – Cognition and Instruction, 2009
We examine kindergarten children's emerging social meanings about science as a function of their participation in integrated science inquiry and literacy activities associated with the Scientific Literacy Project (SLP). We describe changes in 123 SLP kindergarten children's narrative accounts of learning science in school during three different…
Descriptors: Scientific Literacy, Young Children, Kindergarten, Science Programs
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Sfard, Anna; Lavie, Irit – Cognition and Instruction, 2005
Based on close observations of two 4-year-old children responding to their parents' requests for quantitative comparisons, we offer a "participationist" account of the origins and development of numerical thinking, one that portrays numbers as a product rather than a pregiven object of human communication. In parallel, we propose a…
Descriptors: Cognitive Development, Number Concepts, Mathematics Instruction