Centre for Numeracy Development and Learning
@MqNumeracy
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Delivering evidence-based research to enhance our understanding of numeracy and its impairments and support its development in the community.
Sydney, Australia
Joined October 2019
Do you know a child in Year 1 in NSW? We are conducting a study to pilot the Macquarie University Numeracy Assessment Battery (MUNA). We are looking for children who live in NSW and are in Year 1. If you are interested, please visit https://t.co/CTsjgJBfBD Feel free to share!!
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The authors discuss their findings in light of previous literature and their possible implications.
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Accuracy on both the 0-10 and 0-100 number line tasks were significantly associated with mathematical reasoning across all quantiles assessed (10th, 25th, 50th, 75th, 90th), with no significant differences found between quantiles.
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Accuracy on the 0-100 number line explained more variance and showed a stronger relationship with mathematical reasoning than the 0-10 number line.
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On average, accuracy on both the 0-10 and 0-100 number line tasks explained unique variance on mathematical reasoning after accounting for children's age, gender, non-verbal reasoning and vocabulary.
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Based on 324 children from Singapore that were in their year before primary school, the authors found that:
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The study used linear and quantile regression to explore the relationship between accuracy on the number line estimation task (0-10 & 0-100) and mathematical reasoning across different levels of mathematical reasoning performance.
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Today we share "The relationship between number line estimation and mathematical reasoning: a quantile regression approach" by @carolaruizh , @SaskiaKohnen & @RebeccaBull3 You can find the full text here: https://t.co/OrJ8YtmqRn
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@MqNumeracy is today (Sat) sharing some of its work in #SRCD23. You can find "Number line estimation patterns in children at risk of mathematics learning difficulties" by @carolaruizh, @SaskiaKohnen, David Muñez, & @RebeccaBull3 during poster session 18 at 12.30. Poster #18
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Moving forward he suggests the need to consider other actors: grandparents, siblings & other caregivers. As well as how children themselves impact the home math environment
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During the discussion, David Purpura highlights that the studies represent multiple countries, constructs and age-ranges, which moves the field forward in understanding what is shared and what is unique to the home math environment around the world
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Liu & cols’ work in the US highlights the cyclical process between parental involvement in homework and children’s math performance and math anxiety, especially for children that are struggling with math
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Silinskas & cols’ study with children in Lithuania explores the bidirectional relationships between parents’ maths beliefs & practices and children’s performance and motivation
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Susperreguy & cols’ work highlights how different aspects of the home math environment (HME) are differently related to numbering and relation skills in children in the pre-kindergarten year in Chile
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Friday at #SRCD23 is off to a great start with the symposium titled “Parental math involvement and children’s math skills: international perspectives”
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Borriello & cols presented their work on differences in the type of speech and gestures that children and adults use when explaining why their pattern is the same as the model pattern they were given
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Lu & cols presented their work on how different manipulations of play material (i.e., setting, quantity of similar toys) impacts parents’ math talk
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Silver & cols presented their work on how children learn number words and discussed the potential role of the ANS and OTS
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Zhang & cols. shared their work on the role of rapid automatized naming in explaining unique variance in math and common variance between math and reading
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