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Number Sense
The articles below are part of the library's online collection. To read an article, click on it's title. You may be asked to verify you are a current NU student.
Hiniker, A., Rosenberg-Lee, M., & Menon, V. (2016). Distinctive role of symbolic number sense in mediating the mathematical abilities of children with autism. Journal of autism and developmental disorders, 46(4), 1268-1281.
Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39(4), 239–247. https://doi.org/10.1007/s10643-011-0462-0
Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39(1), 29-37. https://doi.org/10.1007/s10643-010-0437-6
Toll, S. W. M., Kroesbergen, E. H., & Van Luit, J. E. H. (2016). Visual working memory and number sense: Testing the double deficit hypothesis in mathematics. British Journal of Educational Psychology, 86(3), 429–445. https://doi.org/10.1111/bjep.12116
Tosto, M. G., Petrill, S. A., Malykh, S., Malki, K., Haworth, C. M. A., Mazzocco, M. M. M., … Kovas, Y. (2017). Number sense and mathematics: Which, when and how? Developmental Psychology, 53(10), 1924–1939. https://doi.org/10.1037/dev0000331.supp (Supplemental)
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Multiplication
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Liu, R.-D., Ding, Y., Xu, L., & Wang, J. (2017). Involvement of working memory in mental multiplication in Chinese elementary students. Journal of Educational Research, 110(4), 380–390. https://doi.org/10.1080/00220671.2015.1103689
McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116(2), 204-216. https://doi.org/10.1016/j.cognition.2010.05.003
Ploger, D., & Hecht, S. (2012). Meaning, memory, and multiplication: Integrating patterns and properties with basic facts. Childhood Education, 88(3), 169-176. https://doi.org/10.1080/00094056.2012.682550
Skarr, A., Zielinski, K., Ruwe, K., Sharp, H., Williams, R. L., & McLaughlin, T. F. (2014). The effects of direct instruction flashcard and math racetrack procedures on mastery of basic multiplication facts by three elementary school students. Education and Treatment of Children, 37(1), 77-93. https://doi.org/10.1353/etc.2014.0007
Zhang, D., Xin, Y. P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Learning Disability Quarterly, 37(1), 15-30. https://doi.org/10.1177/0731948713500146
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Place Value
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Bailey, J. (2015). Supporting lower-achieving seven- and eight-year-old children with place value understandings. Australian Primary Mathematics Classroom, 20(3), 3–9.
Barner, D., Athanasopoulou, A., Chu, J., Lewis, M., Marchand, E., Schneider, R., & Frank, M. (2017). A one-year classroom-randomized trial of mental abacus instruction for first-and second-grade students. Journal of Numerical Cognition, 3(3), 540-558. https://doi.org/10.5964/jnc.v3i3.106
Berman, J. (2011). SToPV : A five minute assessment of place value. Australian Primary Mathematics Classroom, 16(4), 24–28.
Chambris, C. (2018). The influence of theoretical mathematical foundations on teaching and learning: a case study of whole numbers in elementary school. Educational Studies in Mathematics, 97(2), 185–207. https://doi.org/10.1007/s10649-017-9790-3
Fraivillig, J. L. (2018). Enhancing established counting routines to promote place-value understanding: An empirical study in early elementary classrooms. Early Childhood Education Journal, 46(1), 21-30. https://doi.org/10.1007/s10643-016-0835-5
Lambert, K., & Moeller, K. (2019). Place-value computation in children with mathematics difficulties. Journal of Experimental Child Psychology, 178, 214–225. https://doi.org/10.1016/j.jecp.2018.09.008
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Counting and Cardinality
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Fuhs, M. W., Hornburg, C. B., & McNeil, N. M. (2016). Specific early number skills mediate the association between executive functioning skills and mathematics achievement. Developmental Psychology, 52(8), 1217–1235. https://doi.org/10.1037/dev0000145
Lee, J. (2016). Investigating children’s abilities to count and make quantitative comparisons. Early Childhood Education Journal, 44(3), 255-262. https://doi.org/10.1007/s10643-015-0707-4
Muldoon, K., Towse, J., Simms, V., Perra, O., & Menzies, V. (2013). A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year. Developmental Psychology, 49(2), 250–257. https://doi.org/10.1037/a0028240.supp (Supplemental)
Posid, T., & Cordes, S. (2018). How high can you count? Probing the limits of children’s counting. Developmental Psychology, 54(5), 875–889. https://doi.org/10.1037/dev0000469
Zhang, X., Koponen, T., Räsänen, P., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child development, 85(3), 1091-1107. https://doi.org/10.1111/cdev.12173
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