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Rebecca Patterson

PLOS ONE: Adolescents' Functional Numeracy Is Predicted by Their School Entry Number Sy... - 0 views

www.plosone.org/...10.1371%2Fjournal.pone.0054651

numeracy number system school knowledge math counting innumeracy

shared by Rebecca Patterson on 27 Sep 13 - No Cached
  • One in five adults in the United States is functionally innumerate; they do not possess the mathematical competencies needed for many modern jobs.
  • Measures used in these economic studies typically include word problems that require whole number arithmetic, fractions, simple algebra, and measurement, with performance on these tests predicting employability and wages in adulthood, controlling for other factors
  • Previous studies revealed that some aspects of young children’s basic knowledge of counting, numbers, and simple arithmetic predicts later mathematics achievement; specifically, skill at judging the relative magnitudes of Arabic numerals, the sophistication of the approaches they use to solve arithmetic problems, and an understanding of the mathematical number line
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  • The four most common strategies were counting fingers, verbal counting, retrieval (quickly stating an answer and describing they “just remembered”), and decomposition (describing that they solved the problem by decomposing one addend and successively adding these smaller sets to the other addend; e.g., 17+8 = 17+3+5).
  • finger-counting trials have the longest RTs, followed respectively by verbal counting, decomposition, and direct retrieval
  • At school entry, this emerging knowledge of the number system includes an understanding of the relative magnitude of numerals, their ordering, and the ability to combine and decompose them into smaller and larger numerals and to use this knowledge to solve arithmetic problems.
  • At the same time, children’s skill at using counting procedures to solve addition problems at the beginning of first grade was not predictive of their later functional numeracy scores, holding other factors constant.
  • In short, the functional numeracy assessment appears to capture individual differences in adolescents’ developing economically-relevant competencies above and beyond those captured by standard mathematics achievement tests.
  • Children scoring in the bottom quartile on the numeracy measure in seventh grade started school behind their peers in number system knowledge and showed less rapid growth from first to second grade, but typical growth thereafter.
  • Rebecca Patterson on 27 Sep 13
     
    ..Whole number arithmetic, fractions, simple algebra, and measurement, with performance on these tests predicting employability and wages in adulthood, controlling for other factors.
Rebecca Patterson

Baby's innate number sense predicts math skills | Futurity - 0 views

www.futurity.org/-ability-predicts-ease-numbers

baby number sense math skills research

shared by Rebecca Patterson on 28 Oct 13 - No Cached
  • Rebecca Patterson on 28 Oct 13
     
    "When children are acquiring the symbolic system for representing numbers and learning about math in school, they're tapping into this primitive number sense," says Elizabeth Brannon, a professor of psychology and neuroscience at Duke University, who led the study. "It's the conceptual building block upon which mathematical ability is built." Understanding how infants and young children conceptualize and understand number can lead to the development of new mathematics education strategies, says psychology and neuroscience graduate student Ariel Starr. In particular, this knowledge can be used to design interventions for young children who have trouble learning mathematics symbols and basic methodologies. "Our study shows that infant number sense is a predictor of symbolic math," Brannon says. "We believe that when children learn the meaning of number words and symbols, they're likely mapping those meanings onto pre-verbal representations of number that they already have in infancy," she says. "In fact our infant task only explains a small percentage of the variance in young children's math performance. But our findings suggest that there is cognitive overlap between primitive number sense and symbolic math. These are fundamental building blocks."
Rebecca Patterson

Ordinal Knowledge: Number names and number concepts in Chinese and English - 0 views

psycnet.apa.org/index.cfm

language numbers counting

shared by Rebecca Patterson on 08 Oct 13 - No Cached
  • Rebecca Patterson on 08 Oct 13
     
    Abstract Assessed the impact of linguistic differences in ordinal number names on children's acquisition and use of ordinal numbers and their understanding of ordinal concepts. Elementary school children (aged 5.4-10.6 yrs) in China and the US performed a series of tasks assessing understanding of ordinal numbers and concepts. The results show differences in the acquisition and use of ordinal numbers corresponding to linguistic differences in ordinal names in their native languages. On tasks assessing children's conceptual knowledge of ordinal relations, a more complicated picture emerged. These results suggest that (1) children induce their language's set of ordinal number names by generalization based on rules sanctioned by early examples, and (2) the relation between ordinal names and ordinal concepts is a complex one, with language only one source of difficulty in understanding ordinal relations. Implications for studies of the relation between linguistic structure and cognitive development are discussed, in particular the possibility that effects of linguistic differences may vary for different levels of development and for different aspects of cognition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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