Joke Torbeyns
Biographic Data
| ID | 1614061 |
|---|---|
| NAME | Joke Torbeyns |
| GIVEN NAMES | Joke |
| FAMILY NAME | Torbeyns |
| SIGNATURE | TORBEYNS J |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0003-3244-0265 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Effects of a mathematical language intervention on mathematical development in preschool dual language learners
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic
Cognitive characteristics of children with high mathematics achievement before they start formal schooling
This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M age in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical ab…
Children’s Picture Books
Research Findings: Shared-picture book reading can stimulate children’s mathematical development. Evidence of learning-supportive characteristics in picture books is limited in this domain. A first step is systematically analyzing the occurrence of domain-specific features in publicly available picture books. We analyzed the occurrence of general book features, features of numbers and quantitative language, and features of sets in 100 mathematica…
Future preschool teachers’ mathematical questions during shared book reading
Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading
sponsorship: This study was not preregistered. Anonymized data and study materials are available on request. This research was partially supported by Grant KU Leuven Project C16/16/001 "Development and Stimulation of Core Mathematical Competencies" and Grant DBOF/12/009 "Early Mediators of Number Sense" from the Research Fund KU Leuven, Belgium. (Research Fund KU Leuven, Belgium|C16/16/001, Research Fund KU Leuven, Belgium|DBOF/12/009)
A teacher's choice
Longitudinal pathways of numerical abilities in preschool
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study ( N = 410, 213 boys) …
Longitudinal associations between spontaneous number focusing tendencies, numerical abilities, and mathematics achievement in 4- to 7-year-olds
status: Published
The mathematical, motivational, and cognitive characteristics of high mathematics achievers in primary school
sponsorship: Merel Bakker is funded by the Research Foundation -Flanders (FWO) (1124219N). This study was also supported by Grant KU Leuven Project C16/16/001 Development and stimulation of core mathematical competencies. (Research Foundation -Flanders (FWO)|1124219N, Research Foundation -Flanders (FWO)|C16/16/001)
Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities
Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability
The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 yea…
Are preschoolers who spontaneously create patterns better in mathematics
BackgroundEarly patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns.AimsThe present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical abili…
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
Influencia del nivel socioeconómico en el desarrollo de las competencias numéricas de los niños ecuatorianos de jardín infantil
El objetivo del presente estudio fue examinar la influencia del nivel socioeconómico de los niños de jardín infantil en el desarrollo de sus habilidades numéricas tempranas y su enfoque espontáneo en el número (SFON), después de controlar por variables cognitivas de dominio general, como inteligencia y memoria de trabajo, y por edad. Al iniciar el jardín infantil, 355 niños y niñas resolvieron una batería de pruebas para evaluar sus habilidades n…
Associations of Number Line Estimation With Mathematical Competence
The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was …
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Ecuadorian kindergartners’ numerical development
This study aimed at analyzing the development of Ecuadorian children’s early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of e…
Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading
BackgroundYoung children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed ass…
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Teachers' content and pedagogical content knowledge on rational numbers
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
Longitudinal pathways of numerical abilities in preschool
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study ( N = 410, 213 boys) …
Teachers' content and pedagogical content knowledge on rational numbers
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
Are preschoolers who spontaneously create patterns better in mathematics
BackgroundEarly patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns.AimsThe present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical abili…
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
Ecuadorian kindergartners’ numerical development
This study aimed at analyzing the development of Ecuadorian children’s early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of e…
The Development of Early Numeracy in Europe
This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study…
Use of indirect addition in adults’ mental subtraction in the number domain up to 1,000
This study examined adults' use of indirect addition and direct subtraction strategies on multi-digit subtractions in the number domain up to 1,000. Seventy students who differed in their level of arithmetic ability solved multi-digit subtractions in one choice and two no-choice conditions. Against the background of recent findings in elementary subtraction, we manipulated the size of the subtrahend compared to the difference and only selected it…
Children's use of addition to solve two‐digit subtraction problems
Subtraction problems of the type M − S = ? can be solved with various mental calculation strategies. We investigated fourth‐ to sixth‐graders' use of the subtraction by addition strategy, first by fitting regression models to the reaction times of 32 two‐digit subtractions. These models represented three different strategy use patterns: the use of direct subtraction, subtraction by addition, and switching between the two strategies based on the m…
Teachers' content and pedagogical content knowledge on rational numbers
Children's understanding of the addition/subtraction complement principle
BACKGROUND: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. AIM: This contribution aimed at deepening our understanding of children's knowledge of the…
Associations of Number Line Estimation With Mathematical Competence
The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was …
Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies
Ecuadorian kindergartners’ numerical development
This study aimed at analyzing the development of Ecuadorian children’s early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of e…
Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading
BackgroundYoung children's spontaneous focusing on numerosity (SFON) as measured by experimental tasks is related to their mathematics achievement. This association is hypothetically explained by children's self-initiated practice in number recognition during everyday activities. As such, experimentally measured SFON should be associated with SFON exhibited during everyday activities and play. However, prior studies investigating this assumed ass…
Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability
Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies
Influencia del nivel socioeconómico en el desarrollo de las competencias numéricas de los niños ecuatorianos de jardín infantil
El objetivo del presente estudio fue examinar la influencia del nivel socioeconómico de los niños de jardín infantil en el desarrollo de sus habilidades numéricas tempranas y su enfoque espontáneo en el número (SFON), después de controlar por variables cognitivas de dominio general, como inteligencia y memoria de trabajo, y por edad. Al iniciar el jardín infantil, 355 niños y niñas resolvieron una batería de pruebas para evaluar sus habilidades n…
Are preschoolers who spontaneously create patterns better in mathematics
BackgroundEarly patterning competence has recently been identified as an important precursor of mathematical development. Whereas the focus of this research has been on children's ability regarding repeating patterns, children might also differ in their spontaneous attention to patterns.AimsThe present study aimed to explore 4- to 5-year olds' Spontaneous Focusing On Patterns (SFOP) and its association with their patterning and mathematical abili…
Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities
Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability
The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 yea…
Longitudinal associations between spontaneous number focusing tendencies, numerical abilities, and mathematics achievement in 4- to 7-year-olds
status: Published
The mathematical, motivational, and cognitive characteristics of high mathematics achievers in primary school
sponsorship: Merel Bakker is funded by the Research Foundation -Flanders (FWO) (1124219N). This study was also supported by Grant KU Leuven Project C16/16/001 Development and stimulation of core mathematical competencies. (Research Foundation -Flanders (FWO)|1124219N, Research Foundation -Flanders (FWO)|C16/16/001)
Children’s Picture Books
Research Findings: Shared-picture book reading can stimulate children’s mathematical development. Evidence of learning-supportive characteristics in picture books is limited in this domain. A first step is systematically analyzing the occurrence of domain-specific features in publicly available picture books. We analyzed the occurrence of general book features, features of numbers and quantitative language, and features of sets in 100 mathematica…
Future preschool teachers’ mathematical questions during shared book reading
Stimulating preschoolers’ repeating patterning ability by means of dialogic picture book reading
sponsorship: This study was not preregistered. Anonymized data and study materials are available on request. This research was partially supported by Grant KU Leuven Project C16/16/001 "Development and Stimulation of Core Mathematical Competencies" and Grant DBOF/12/009 "Early Mediators of Number Sense" from the Research Fund KU Leuven, Belgium. (Research Fund KU Leuven, Belgium|C16/16/001, Research Fund KU Leuven, Belgium|DBOF/12/009)
A teacher's choice
Longitudinal pathways of numerical abilities in preschool
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated with them. We applied a person-centered approach to a 5-year longitudinal study ( N = 410, 213 boys) …
How are children’s strategy selection and execution related to their executive functions? A choice/no-choice study in multi-step arithmetic
Cognitive characteristics of children with high mathematics achievement before they start formal schooling
This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M age in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical ab…
Effects of a mathematical language intervention on mathematical development in preschool dual language learners
Cognitive and developmental aspects of mathematical skills (23 works) · Psychology (22 works) · Mathematics Education and Teaching Techniques (15 works) · Developmental psychology (13 works) · Mathematics (13 works) · Mathematics education (11 works) · Cognition (9 works) · Cognitive psychology (9 works) · Computer Science (8 works) · Reading and Literacy Development (8 works)