Nicole M Mcneil
Datos Biográficos
| ID | 4860992 |
|---|---|
| NOMBRE | Nicole M Mcneil |
| NOMBRES | Nicole M |
| APELLIDO | Mcneil |
| FIRMA | MCNEIL N M |
| AFILIACIONES | University of Notre Dame |
| ORCID | 0009-0005-0317-545X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Bridging the divide
Teaching students to use mathematical algorithms is a major part of standard math curricula, but there is long-standing debate about how-or even if-algorithms should be taught.Division is a fundamental operation for which students regularly use algorithms, the most popular being traditional long division (TLD).Although regarded as highly efficient, TLD is conceptually opaque and challenging to learn.The partial quotients (PQ) algorithm has been p…
Mature number sense predicts middle school students’ mathematics achievement
Features in children's counting books that lead dyads to both count and label sets during shared book reading
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's M age = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understandi…
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Factors associated with children’s understanding of mathematical equivalence
Many primary school students have difficulties understanding mathematical equivalence with \nconsiderably poorer performance in some countries than in others. However, students’ formal \nunderstanding of equivalence has significant and long-lasting effects as it predicts arithmetic and \nalgebra achievement throughout school years. Currently, little is known about the factors influencing\nstudents’ understanding of mathematical equivalence partic…
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school
Preferences for tactile and narrative counting books across parents with different education levels
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
U-shaped development in math
What is the nature of the association between age (7-11 years) and performance on mathematical equivalence problems (e.g., 7+4+5+7+_)? Many prevailing theories suggest that there should be a positive association. However, change-resistance accounts (e.g., N. M. McNeil & M. W. Alibali, 2005b) predict a U-shaped association. The purpose of the present research was to test these differing predictions. Results from two studies supported a change-resi…
When Theories Don't Add Up
The use of manipulatives in the classroom has been advocated for decades. However, the theoretical and empirical support for this practice is mixed. Some researchers suggest that manipulatives facilitate learning by (a) providing an additional channel for conveying information, (b) activating real-world knowledge, and/or (c) improving memory through physical action. However, there are at least two reasons to question the efficacy of manipulative …
U-shaped development in math
What is the nature of the association between age (7-11 years) and performance on mathematical equivalence problems (e.g., 7+4+5+7+_)? Many prevailing theories suggest that there should be a positive association. However, change-resistance accounts (e.g., N. M. McNeil & M. W. Alibali, 2005b) predict a U-shaped association. The purpose of the present research was to test these differing predictions. Results from two studies supported a change-resi…
When Theories Don't Add Up
The use of manipulatives in the classroom has been advocated for decades. However, the theoretical and empirical support for this practice is mixed. Some researchers suggest that manipulatives facilitate learning by (a) providing an additional channel for conveying information, (b) activating real-world knowledge, and/or (c) improving memory through physical action. However, there are at least two reasons to question the efficacy of manipulative …
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Preferences for tactile and narrative counting books across parents with different education levels
U-shaped development in math
What is the nature of the association between age (7-11 years) and performance on mathematical equivalence problems (e.g., 7+4+5+7+_)? Many prevailing theories suggest that there should be a positive association. However, change-resistance accounts (e.g., N. M. McNeil & M. W. Alibali, 2005b) predict a U-shaped association. The purpose of the present research was to test these differing predictions. Results from two studies supported a change-resi…
When Theories Don't Add Up
The use of manipulatives in the classroom has been advocated for decades. However, the theoretical and empirical support for this practice is mixed. Some researchers suggest that manipulatives facilitate learning by (a) providing an additional channel for conveying information, (b) activating real-world knowledge, and/or (c) improving memory through physical action. However, there are at least two reasons to question the efficacy of manipulative …
Specific early number skills mediate the association between executive functioning skills and mathematics achievement
A growing literature reports significant associations between children's executive functioning skills and their mathematics achievement. The purpose of this study was to examine if specific early number skills, such as quantity discrimination, number line estimation, number sets identification, fast counting, and number word comprehension, mediate this association. In 141 kindergarteners, cross-sectional analyses controlling for IQ revealed that …
Preferences for tactile and narrative counting books across parents with different education levels
Factors associated with children’s understanding of mathematical equivalence
Many primary school students have difficulties understanding mathematical equivalence with \nconsiderably poorer performance in some countries than in others. However, students’ formal \nunderstanding of equivalence has significant and long-lasting effects as it predicts arithmetic and \nalgebra achievement throughout school years. Currently, little is known about the factors influencing\nstudents’ understanding of mathematical equivalence partic…
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school
Features in children's counting books that lead dyads to both count and label sets during shared book reading
This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's M age = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understandi…
Kindergarten predictors of formal understanding of mathematical equivalence in second grade
A longitudinal study was conducted to identify unique sources of individual differences in later understanding of the equal sign as a relational symbol of equivalence (i.e., formal understanding of mathematical equivalence). The sample included 141 children from a mid-sized city in the Midwestern United States ( M age = 6 years, 2 months in kindergarten; 88 boys, 53 girls; 71% white, 8% Hispanic or Latine, 7% Black, 3% Asian, 11% multiracial or o…
Mature number sense predicts middle school students’ mathematics achievement
Bridging the divide
Teaching students to use mathematical algorithms is a major part of standard math curricula, but there is long-standing debate about how-or even if-algorithms should be taught.Division is a fundamental operation for which students regularly use algorithms, the most popular being traditional long division (TLD).Although regarded as highly efficient, TLD is conceptually opaque and challenging to learn.The partial quotients (PQ) algorithm has been p…
Psychology (9 obras) · Cognitive and developmental aspects of mathematical skills (8 obras) · Developmental psychology (7 obras) · Mathematics (6 obras) · Mathematics education (6 obras) · Mathematics Education and Teaching Techniques (6 obras) · Mathematics Education and Pedagogy (5 obras) · Social Psychology (3 obras) · Academic achievement (2 obras) · Association (psychology (2 obras)