The brain behavior relations of numerical representations during the transition to number symbols in early mathematics education.

Samenvatting

When children from 5 years of age receive early mathematics education, knowledge of number symbols is still not complete and the connection with numerical representations not fully developed. We investigate to what extent children?s problems in developing this connection predict future performance in mathematics education until they are 8 years of age. Based on electrophysiological and reaction time data, we will be able to show which brain areas are related to the emerging link between numbers and their meaning and subsequent learning of early mathematics.

Output

Proefschrift

  • Beoogd: proefschrift

Publieksinformatie

  • L. Essers, L.M. Jonkman, E. van Loosbroek(2012): Early DE-effects in event-related brain potentials predict arithmetical abilities in adults.
  • L. Essers, L.M. Jonkman(2012): Identifying the brain processes underlying quantity judgments and children's arithmetic abilities using EEG.
  • L. Essers, L.M. Jonkman, E. van Loosbroek(2012): Non-symbolic number representations form a basis for the development of arithmetic in young children.

Kenmerken

Projectnummer

411-07-112

Hoofdaanvrager

Dr. L.M. Jonkman

Verbonden aan

Maastricht University, Faculty of Psychology and Neuroscience, Cognitive Neuroscience

Uitvoerders

Drs. L. Essers

Looptijd

01/09/2009 tot 24/02/2015