Rebecca Merkley
Biographic Data
| ID | 2748842 |
|---|---|
| NAME | Rebecca Merkley |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Merkley |
| SIGNATURE | MERKLEY R |
| AFFILIATIONS | Carleton University |
| ORCID | 0000-0002-0769-926X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Social Ecological Factors Influencing Children's School Readiness in Low-Income South African Communities
Research Findings: School readiness is highly salient in South Africa (SA), a country with extreme and persistent inequities that undermine early childhood development. The aim of this short-term longitudinal study was to identify social ecological factors associated with school readiness in young children from low-income settings in Cape Town, SA. Participants were 152 3–5-year-old children (55% female, not attending early childhood care and edu…
Early number acquisition in bilingual children
Co-constructing Professional Development
Domain-general and domain-specific influences on emerging numerical cognition
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
BACKGROUND: Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to a…
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Domain-general and domain-specific influences on emerging numerical cognition
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
Research has shown that two different, though related, ways of representing magnitude play foundational roles in the development of numerical and mathematical skills: a nonverbal approximate number system and an exact symbolic number system. While there have been numerous studies suggesting that the two systems are important predictors of math achievement, there has been substantial debate regarding whether and how these basic numerical competenc…
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number
BACKGROUND: Research into numerical cognition has contributed to a large body of knowledge on how children learn and perform mathematics. This knowledge has the potential to inform mathematics education. Unfortunately, numerical cognition research and mathematics education remain disconnected from one another, lacking the proper infrastructure to allow for productive and meaningful exchange between disciplines. The present study was designed to a…
Social Ecological Factors Influencing Children's School Readiness in Low-Income South African Communities
Research Findings: School readiness is highly salient in South Africa (SA), a country with extreme and persistent inequities that undermine early childhood development. The aim of this short-term longitudinal study was to identify social ecological factors associated with school readiness in young children from low-income settings in Cape Town, SA. Participants were 152 3–5-year-old children (55% female, not attending early childhood care and edu…
Early number acquisition in bilingual children
Co-constructing Professional Development
Psychology (6 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Developmental psychology (4 works) · Mathematics education (3 works) · Reading and Literacy Development (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Mathematics (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works)