Camilla Gilmore
Biographic Data
| ID | 6154764 |
|---|---|
| NAME | Camilla Gilmore |
| GIVEN NAMES | Camilla |
| FAMILY NAME | Gilmore |
| SIGNATURE | GILMORE C |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0002-5879-2683 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The journey from educational research to classroom practice
We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a structure for acquiring explanatory insight into different approaches to fostering research utilisation…
Transfer of congruency effects between Stroop and multiplication tasks
Inhibitory control is classically considered a domain-general process, yet recent findings suggest it may operate in context-specific ways. This has important implications for theories in other cognitive domains, such as mathematics, in which inhibitory control is proposed to play a key role. Inhibitory control has been implicated in resolving interference between competing number facts when retrieving them from memory, yet clear evidence for thi…
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
Associations and indirect effects between Lego® construction and mathematics performance
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks…
Verbal count sequence knowledge underpins numeral order processing in children
Recent research has suggested that numeral order processing - the speed and accuracy with which individuals can determine whether a set of digits is in numerical order or not - is related to arithmetic and mathematics outcomes. It has therefore been proposed that ordinal relations are a fundamental property of symbolic numeral representations. However, order information is also inherent in the verbal count sequence, and thus verbal count sequence…
Measuring conceptual understanding in randomised controlled trials
An impediment to conducting high‐quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a n…
Direct and indirect influences of executive functions on mathematics achievement
Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these …
Skills underlying mathematics
The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics proficiency. This paper reviews …
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Individual differences in children's understanding of inversion and arithmetical skill
Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills.Sample. A group of 127 children from primary s…
Measuring conceptual understanding in randomised controlled trials
An impediment to conducting high‐quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a n…
Individual differences in children's understanding of inversion and arithmetical skill
Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills.Sample. A group of 127 children from primary s…
Individual differences in children's understanding of inversion and arithmetical skill
Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills.Sample. A group of 127 children from primary s…
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Skills underlying mathematics
The successful learning and performance of mathematics relies on a range of individual, social and educational factors. Recent research suggests that executive function skills, which include monitoring and manipulating information in mind (working memory), suppressing distracting information and unwanted responses (inhibition) and flexible thinking (shifting), play a critical role in the development of mathematics proficiency. This paper reviews …
Direct and indirect influences of executive functions on mathematics achievement
Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these …
Measuring conceptual understanding in randomised controlled trials
An impediment to conducting high‐quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a n…
Verbal count sequence knowledge underpins numeral order processing in children
Recent research has suggested that numeral order processing - the speed and accuracy with which individuals can determine whether a set of digits is in numerical order or not - is related to arithmetic and mathematics outcomes. It has therefore been proposed that ordinal relations are a fundamental property of symbolic numeral representations. However, order information is also inherent in the verbal count sequence, and thus verbal count sequence…
Associations and indirect effects between Lego® construction and mathematics performance
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7–9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks…
Measuring the acuity of the approximate number system in young children
The approximate number system (ANS) is a hypothesized mechanism responsible for the representation and processing of numerical information in an imprecise fashion. According to the predominant theory, the ANS is essential in solving simple numerical tasks such as comparing which of two quantities is numerically larger, and some research has indicated that individual differences in its acuity influence higher-level mathematical performance. Becaus…
The journey from educational research to classroom practice
We consider what is known about the potential internal processes involved when educators come to use research findings in their classroom practice. We undertook a conceptual review drawing on a range of disciplines, with findings ultimately categorised under six phases regarding research uptake and implementation. This categorisation provides a structure for acquiring explanatory insight into different approaches to fostering research utilisation…
Transfer of congruency effects between Stroop and multiplication tasks
Inhibitory control is classically considered a domain-general process, yet recent findings suggest it may operate in context-specific ways. This has important implications for theories in other cognitive domains, such as mathematics, in which inhibitory control is proposed to play a key role. Inhibitory control has been implicated in resolving interference between competing number facts when retrieving them from memory, yet clear evidence for thi…
Psychology (10 works) · Cognitive and developmental aspects of mathematical skills (8 works) · Cognitive psychology (6 works) · Mathematics education (6 works) · Mathematics Education and Teaching Techniques (6 works) · Developmental psychology (5 works) · Cognition (4 works) · Computer Science (4 works) · Mathematics (4 works) · Arithmetic (3 works)