Nancy C Jordan
Biographic Data
| ID | 5758604 |
|---|---|
| NAME | Nancy C Jordan |
| GIVEN NAMES | Nancy C |
| FAMILY NAME | Jordan |
| SIGNATURE | JORDAN N C |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0001-8585-5566 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 133 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties
Fraction arithmetic is a foundational aspect of mathematics education, yet many students, particularly those with mathematics difficulties (MD), struggle with this skill. The present study examined the types of errors made by 251 sixth-grade students with MD when solving simple fraction addition, subtraction, and multiplication problems. Ten distinct error categories emerged from the coding process. The errors indicated that many sixth-grade stud…
Fraction arithmetic development: An examination of students’ patterns of growth and errors across the intermediate grades
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Development of arithmetic fluency: A direct effect of reading fluency
The present longitudinal study investigated the developmental trajectories of addition, subtraction, and multiplication fluency; their relationships to general cognitive functions; and potential interrelations between reading fluency and growth in arithmetic fluency for different operations. The central prediction was that measures of arithmetic fluency for different operations would be differentially related to reading fluency because of variati…
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies
The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school’s intervention (n = 23). The experimental int…
Development of fraction comparison strategies: A latent transition analysis
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item blocks showed that most children initially exhibited a "whole number bias," indicating that larger n…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Early math matters: Kindergarten number competence and later mathematics outcomes
Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number…
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories
Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children ( n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first–grade math achievement. Background characteristics of income status, gender, age, and reading ability di…
Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for Mathematics Difficulties
Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both inc…
Early Identification and Interventions for Students With Mathematics Difficulties
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic…
Differential calculation abilities in young children from middle- and low-income families
This study examined the performance of 42 middle- and 42 low-income kindergarten children on arithmetic calculations presented in a nonverbal format as well as in 3 different verbal formats. On the nonverbal task, the child was shown an initial set of disks, which was then hidden with a cover. The set was transformed by adding or removing disks. After the transformation, the child's task was to construct an array of disks that contained the same …
Language processing and reading ability in children: A study based on speech-shadowing techniques
Early math matters: Kindergarten number competence and later mathematics outcomes
Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number…
Differential calculation abilities in young children from middle- and low-income families
This study examined the performance of 42 middle- and 42 low-income kindergarten children on arithmetic calculations presented in a nonverbal format as well as in 3 different verbal formats. On the nonverbal task, the child was shown an initial set of disks, which was then hidden with a cover. The set was transformed by adding or removing disks. After the transformation, the child's task was to construct an array of disks that contained the same …
Development of fraction comparison strategies: A latent transition analysis
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item blocks showed that most children initially exhibited a "whole number bias," indicating that larger n…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Language processing and reading ability in children: A study based on speech-shadowing techniques
Differential calculation abilities in young children from middle- and low-income families
This study examined the performance of 42 middle- and 42 low-income kindergarten children on arithmetic calculations presented in a nonverbal format as well as in 3 different verbal formats. On the nonverbal task, the child was shown an initial set of disks, which was then hidden with a cover. The set was transformed by adding or removing disks. After the transformation, the child's task was to construct an array of disks that contained the same …
Early Identification and Interventions for Students With Mathematics Difficulties
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic…
Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for Mathematics Difficulties
Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both inc…
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories
Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children ( n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first–grade math achievement. Background characteristics of income status, gender, age, and reading ability di…
Early math matters: Kindergarten number competence and later mathematics outcomes
Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Development of fraction comparison strategies: A latent transition analysis
The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item blocks showed that most children initially exhibited a "whole number bias," indicating that larger n…
Development of arithmetic fluency: A direct effect of reading fluency
The present longitudinal study investigated the developmental trajectories of addition, subtraction, and multiplication fluency; their relationships to general cognitive functions; and potential interrelations between reading fluency and growth in arithmetic fluency for different operations. The central prediction was that measures of arithmetic fluency for different operations would be differentially related to reading fluency because of variati…
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies
The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school’s intervention (n = 23). The experimental int…
Tracking informal fraction knowledge and its correlates across first grade
Young children have informal knowledge of fractions before learning about fraction symbols in school. In the current study, we followed 103 children in the Mid-Atlantic United States from the fall to the spring of first grade to characterize the development of individual differences in early informal fraction knowledge, as well as its relation to other mathematical and cognitive skills. Most children in our sample showed some early fraction knowl…
Fraction arithmetic development: An examination of students’ patterns of growth and errors across the intermediate grades
Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties
Fraction arithmetic is a foundational aspect of mathematics education, yet many students, particularly those with mathematics difficulties (MD), struggle with this skill. The present study examined the types of errors made by 251 sixth-grade students with MD when solving simple fraction addition, subtraction, and multiplication problems. Ten distinct error categories emerged from the coding process. The errors indicated that many sixth-grade stud…
Cognitive and developmental aspects of mathematical skills (12 works) · Psychology (12 works) · Mathematics education (10 works) · Mathematics Education and Teaching Techniques (10 works) · Developmental psychology (9 works) · Education Methods and Practices (6 works) · Mathematics (6 works) · Reading and Literacy Development (5 works) · Statistics (5 works) · Cognition (4 works)