Jenny Yun‐chen Chan
Biographic Data
| ID | 4420291 |
|---|---|
| NAME | Jenny Yun‐chen Chan |
| GIVEN NAMES | Jenny Yun‐chen |
| FAMILY NAME | Chan |
| SIGNATURE | CHAN J Y C |
| AFFILIATIONS | Worcester Polytechnic Institute |
| ORCID | 0000-0003-1479-5935 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children
Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial …
Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children
Test of Times New Roman
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
Does slow and steady win the race
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students
Relational language influences young children’s number relation skills
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, re…
Parents’ and young children’s attention to mathematical features varies across play materials
Parents’ and young children’s attention to mathematical features varies across play materials
Does slow and steady win the race
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students
Relational language influences young children’s number relation skills
Relational language is thought to influence mathematical skills. This study examines the association between relational language and number relation skills—knowledge of cardinal, ordinal, and spatial principles—among 104 U.S. kindergartners (5.9 years; 44% boys; 37% White, 25% Black, 14% Asian, 24% other) in the 2017–2018 academic year. Controlling for general verbal knowledge, executive function, and counting and number identification skills, re…
Test of Times New Roman
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children
Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial …
Unravelling the pathways among relational language, number ordering skills, and number line estimation performance in Hong Kong kindergarten children
Psychology (10 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Mathematics education (8 works) · Computer Science (7 works) · Mathematics (6 works) · Mathematics Education and Teaching Techniques (6 works) · Developmental psychology (4 works) · Cognitive psychology (3 works) · Educational Games and Gamification (3 works) · Innovative Teaching and Learning Methods (3 works)