The need for number sense

Educational Leadership

Volumn 65, Issue 2, 2007, Pages 63-66

  Jordan, Nancy C ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35548953090     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (14)

1. Barbaresi, M. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2005). Math learning disorder: Incidence in a population-based birth cohort, 1976-1982, Rochester, Minn. Ambulatory Pediatrics, 5, 281-289.
2. Baroody, A. J., & Rosu, L. (2006, April). Adaptive expertise with basic addition and subtraction combinations: The number sense view. Presentation at the annual meeting of the American Educational Research Association, San Francisco, CA.
3. Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities, 38(4), 333-339.
4. Fuson, K. C. (1992). Research on learning and teaching addition and subtraction of whole numbers. In G. Leinhardt, R. T. Putnam, & R. A. Hattrup (Eds.), The analysis of arithmetic for mathematics teaching (pp. 53-187). Hillsdale, NJ: Erlbaum.
5. Geary, D. C. (1994). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
6. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
7. Jordan, N. C. (2007). Do words count? Connections between mathematics and reading difficulties. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (pp. 107-120). Baltimore, MD: Paul H. Brookes.
8. Jordan, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94(3), 586-597.
9. Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22(1), 36-46.
10. Jordan, N. C., Kaplan, D., Olah, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
11. Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition, 93, 99-125.
12. National Council of Teachers of Mathematics. (2006). Curriculum focal points. Reston, VA: Author.
13. Ramani, G. B., & Siegler, R. S. (2007, March). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Paper presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.
14. Siegler, R. S., & Jenkins, E. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.