Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

Zachary Hawes; Nadia Nosworthy; Lisa Archibald; Daniel Ansari

Learning and Instruction Vol. 59, No. 1 (February 2019) pp. 21–33

Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this...

Language: English

Nonsymbolic and symbolic magnitude comparison skills as longitudinal predictors of mathematical achievement

Iro Xenidou-Dervou; Dylan Molenaar; Daniel Ansari; Menno van der Schoot; Ernest C.D.M. van Lieshout

Learning and Instruction Vol. 50, No. 1 (August 2017) pp. 1–13

What developmental roles do nonsymbolic (e.g., dot arrays) and symbolic (i.e., Arabic numerals) magnitude comparison skills play in children's mathematics? We assessed a large sample in kindergarten, grade 1 and 2 on two well-known nonsymbolic and...

Language: English

Cognitive neuroscience meets mathematics education

Bert De Smedt; Daniel Ansari; Roland H. Grabner; Minna M. Hannula; Michael Schneider; Lieven Verschaffel

Educational Research Review Vol. 5, No. 1 pp. 97–105

Language: English

Cognitive neuroscience meets mathematics education: It takes two to Tango

Bert De Smedt; Daniel Ansari; Roland H. Grabner; Minna Hannula-Sormunen; Michael Schneider; Lieven Verschaffel

Educational Research Review Vol. 6, No. 3 pp. 232–237

Language: English