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Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time
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Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers
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Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment
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In: Educational Policy Studies and Evaluation Faculty Publications (2021)
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Influence Of Gender On Hours Of Supervised Library Use On Students’ Performance In Senior Secondary Schools In Imo State.
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In: Library Philosophy and Practice (e-journal) (2021)
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Relating Performance on Written Assessments to Features of Mathematics Discussion
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In: International Journal of Science and Mathematics Education, vol 18, iss 7 (2020)
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Challenging the neurobiological link between number sense and symbolic numerical abilities
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In: Brain and Mind Institute Researchers' Publications (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
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In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld ...
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Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
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Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
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In: Brain and Mind Institute Researchers' Publications (2019)
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Abstract:
© 2018 Elsevier Ltd 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 study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (Mage = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance.
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Keyword:
Arithmetic; Early mathematics achievement; Neurosciences; Non-symbolic number; Number line estimation; Psychology; Symbolic number
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URL: https://www.sciencedirect.com/science/article/abs/pii/S095947521830029X https://ir.lib.uwo.ca/brainpub/355
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Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor
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Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement
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In: McLean, L; & Connor, CM. (2018). Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement. SCHOOL PSYCHOLOGY QUARTERLY, 33(2), 272 - 282. doi:10.1037/spq0000225. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3mg6j8z2 (2018)
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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