Developmental paths to proficiency and deficiency in mathematical skills

Samenvatting

Can we improve the prediction of mathematics performance and find children at risk by looking at a younger age than is done usually and by paying attention to important cognitive variables like number sense, working memory and executive functioning (metacognitive ability)? And what kind of performance in later years in school can these cognitive abilities predict: performance on symbolic, verbal or pictorial mathematics problems? To answer these questions longitudinal information will be gathered and three experimental studies are planned that are expected to shed more light on (1) important early abilities and (2) the requirements for different mathematical skills.

Output

Proefschrift

  • Beoogd: proefschrift
  • I. Xenidou-Dervou(2014): Setting the foundations for math achievement. Working memory, nonsymbolic and symbolic numerosity processing. , Amsterdam  12 januari 2015

Wetenschappelijk artikel

Publieksinformatie

  • I. Xenidou-Dervou(2010): Nonsymbolic approximate arithmetic and working memory components: a dual-task study
  • I. Xenidou-Dervou, E.C.D.M. van Lieshout, M. van der Schoot(2010): Nonsymbolic approximate arithmetic and working memory components.
  • I. Xenidou-Dervou, E.C.D.M. van Lieshout, M. van der Schoot(2011): Nonsymbolic approximate arithmetic and working memory: A dual task study.
  • (2011): Nonsymbolic approximate arithmetic and working memory: A dual task study.
  • I. Xenidou-Dervou, E.C.D.M. van Lieshout, M. van der Schoot(2011): Nonsymbolic approximate arithmetic and working memory: A dual task study with preschoolers.
  • I. Xenidou-Dervou, B. De Smedt, M. van der Schoot, E.C.D.M. van Lieshout(2012): Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers.
  • I. Xenidou-Dervou, B. De Smedt, M. van der Schoot, E.C.D.M. van Lieshout(2012): Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers
  • I. Xenidou-Dervou, B. De Smedt, M. van der Schoot, E.C.D.M. van Lieshout(2012): Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers.
  • I. Xenidou-Dervou, B. De Smedt, M. van der Schoot, E.C.D.M. van Lieshout(2012): Building early mathematical knowledge: A model on its relation with (non)symbolic approximate skills and working memory in preschoolers.
  • I. Xenidou-Dervou, E.C.D.M. van Lieshout, M. van der Schoot(2012): Working memory in nonsymbolic approximate arithmetic processing: a dual-task study with preschoolers
  • I. Xenidou-Dervou, M. van der Schoot, E.C.D.M. van Lieshout(2013): Learning Math: Approximation skills and Working Memory.
  • I. Xenidou-Dervou, M. van der Schoot, E.C.D.M. van Lieshout(2013): Cognitive Mechanisms Underlying Approximate Magnitude and Exact Addition Skills.
  • I. Xenidou-Dervou, M. van der Schoot, E.C.D.M. van Lieshout(2013): Working memory and mental number line representations in simple addition skills: approximate versus exact, nonsymbolic versus symbolic.
  • I. Xenidou-Dervou, D. Ansari, M. van der Schoot, E.C.D.M. van Lieshout(2014): Nonsymbolic and symbolic approximate magnitude processing: a large-scale longitudinal study.
  • I. Xenidou-Dervou, C. Gilmore, M. van der Schoot, E.C.D.M. van Lieshout(2014): The developmental onset of symbolic approximation
  • I. Xenidou-Dervou, C. Gilmore, M. van der Schoot, E.C.D.M. van Lieshout(2014): The developmental onset of symbolic approximation

Kenmerken

Projectnummer

411-07-111

Hoofdaanvrager

Prof. dr. E.C.D.M. van Lieshout

Verbonden aan

Vrije Universiteit Amsterdam, Faculteit der Gedrags- en Bewegingswetenschappen, Pedagogiek

Uitvoerders

I. Xenidou-Dervou MSc

Looptijd

01/10/2009 tot 15/02/2016