Nancy C. Jordan|Joseph J. Glutting|Chaitanya Ramineni
The importance of number sense to mathematics achievement in first and third grades
University of Delaware|University of Delaware|University of Delaware
childrens symbolic number sense examined beginning first grade short screen competencies related counting number knowledge arithmetic operations conventional mathematics achievement assessed end first third grades controlling age cognitive abilities ie language spatial memory number sense made unique meaningful contribution variance mathematics achievement first third grades furthermore strength predictions weaken time number sense strongly related ability solve applied mathematics problems presented various contexts number sense screen taps important intermediate skills considered development early mathematics assessments interventions