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Goffin, Celia; Ansari, Daniel – Mind, Brain, and Education, 2019
What is the nature of the relationship between different lower-level numerical skills and their role in developing arithmetic skills? We consider the hypothesis of a reciprocal relationship between the development of symbolic (e.g., Arabic numerals) and nonsymbolic (e.g., arrays of objects) numerical magnitude processing. Evidence for…
Descriptors: Numeracy, Young Children, Numbers, Arithmetic
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Lyons, Ian M.; Ansari, Daniel – Mind, Brain, and Education, 2015
Recent work has demonstrated that how we process the relative order--ordinality--of numbers may be key to understanding how we represent numbers symbolically, and has proven to be a robust predictor of more sophisticated math skills in both children and adults. However, it remains unclear whether numerical ordinality is primarily a by-product of…
Descriptors: Number Concepts, Mathematics Skills, Mathematical Logic, Arithmetic
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Coch, Donna; Michlovitz, Stephen A.; Ansari, Daniel; Baird, Abigail – Mind, Brain, and Education, 2009
This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and…
Descriptors: Preservice Teachers, Educational Research, Researchers, Brain