Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties

2014 ◽  
Vol 49 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Valentina Tobia ◽  
Anna Fasola ◽  
Alice Lupieri ◽  
Gian Marco Marzocchi
Keyword(s):  
Reading Difficulties ◽  
Numerical Magnitude ◽  
Magnitude Representation ◽  
Mathematical Difficulties ◽  
Numerical Magnitude Representation

The case for a notation-independent representation of number

2009 ◽  
Vol 32 (3-4) ◽  
pp. 333-335 ◽  
Author(s):  
Stanislas Dehaene
Keyword(s):  
Empirical Evidence ◽  
Numerical Magnitude ◽  
Subliminal Priming ◽  
Magnitude Representation ◽  
Modality Effects ◽  
Automatic Activation

AbstractCohen Kadosh & Walsh (CK&W) neglect the solid empirical evidence for a convergence of notation-specific representations onto a shared representation of numerical magnitude. Subliminal priming reveals cross-notation and cross-modality effects, contrary to CK&W's prediction that automatic activation is modality and notation-specific. Notation effects may, however, emerge in the precision, speed, automaticity, and means by which the central magnitude representation is accessed.

Reading and mathematics

1973 ◽  
Vol 20 (7) ◽  
pp. 523-529
Author(s):  
George F. Feeman
Keyword(s):  
Reading Difficulties ◽  
Subject Area ◽  
The Subject ◽  
Mathematical Difficulties ◽  
And Mathematics ◽  
Reading And Mathematics

Teachers of mathematics have long realized that many of the difficulties encountered by students in the learning of mathematics are reading difficulties related to the subject area rather than intrinsic mathematical difficulties.

scholarly journals Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

2016 ◽  
Vol 2 (2) ◽  
pp. 77-90 ◽  
Author(s):  
Lennart Schalk ◽  
Henrik Saalbach ◽  
Roland H. Grabner ◽  
Elsbeth Stern
Keyword(s):  
Elementary School ◽  
Mathematical Achievement ◽  
Quantitative Reasoning ◽  
Third Grade ◽  
Outcome Variable ◽  
Numerical Magnitude ◽  
Long Term Effects ◽  
Domain Specific ◽  
Reading Abilities ◽  
Numerical Magnitude Representation

Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts.

scholarly journals Is Order the Defining Feature of Magnitude Representation? An ERP Study on Learning Numerical Magnitude and Spatial Order of Artificial Symbols

PLoS ONE ◽  
2012 ◽  
Vol 7 (11) ◽  
pp. e49565 ◽  
Author(s):  
Hui Zhao ◽  
Chuansheng Chen ◽  
Hongchuan Zhang ◽  
Xinlin Zhou ◽  
Leilei Mei ◽  
...  
Keyword(s):  
Numerical Magnitude ◽  
Spatial Order ◽  
Magnitude Representation
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