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The importance of additive reasoning in children’s mathematical achievement: a longitudinal study

Abstract:

This longitudinal study examines the relative importance of counting ability, additive reasoning, and working memory in children's mathematical achievement (calculation and story problem solving). In Hong Kong, 115 Chinese children aged 6 years old participated in 2 waves of assessments (T1 = first grade and T2 = second grade). Multiple regression analyses showed that counting ability explained a significant amount of variance in T1 and T2 calculation beyond the effects of age, IQ, and workin...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1037/edu0000154

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More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
More by this author
Institution:
University of Oxford
Oxford college:
Harris Manchester College
Role:
Author
Publisher:
American Psychological Association Publisher's website
Journal:
Journal of Educational Psychology Journal website
Volume:
109
Issue:
4
Pages:
477-508
Publication date:
2017-05-01
Acceptance date:
2016-08-05
DOI:
EISSN:
1939-2176
ISSN:
0022-0663
Source identifiers:
697216
Keywords:
Pubs id:
pubs:697216
UUID:
uuid:5e61d4f3-183e-4748-82ac-e3501897bf9b
Local pid:
pubs:697216
Deposit date:
2017-06-13

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