Ilyse Resnick

Dados Biográficos

ID5135963
NOMEIlyse Resnick
PRENOMESIlyse
SOBRENOMEResnick
ASSINATURARESNICK I
AFILIAÇÕESUniversity of Canberra
ORCID0000-0002-4917-5720
VERIFICADOSim
TOTAL DE OBRAS6
TOTAL DE CITAÇÕES20
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2010
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H2

  • Highlighting the strengths of regional and rural children in early mathematics education

    Open AccessDanielle Harris, Ilyse Resnick et al.ARTICLEMathematics Education Research…2026

    Reported educational disparities persist in mathematics performance, with children from regional and rural areas consistently scoring lower on standardised academic tests than their metropolitan peers. However, spatial skills may represent an untapped reservoir of strength for children often identified as disadvantaged in formal educational contexts. In a large-scale, naturalistic study, 742 pre-school children (aged 3.5–4.5 years) from metropoli…

  • The design and use of a digital tool to support the development of preschool children’s logical reasoning

    Kevin Larkin, Christina Lommatsch et al.ARTICLEJournal of Research on Technology…2023

    This article describes the conceptual development of a learning app, “Representations”, developed for preschool children (4–5 years of age). In this article we analyze how the app supported the development of logical reasoning via a variety of decoding, encoding, conditionals and debugging activities, which were supported in the game play by the children’s own user generated content (UGC). Research such as this is important as logical reasoning i…

  • Tracking informal fraction knowledge and its correlates across first grade

    Open AccessAlexandria A Viegut, Ilyse Resnick et al.ARTICLEDevelopmental Psychology2023Citada por: 1

    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…

  • Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes

    Open AccessIlyse Resnick, Brian N Verdine et al.ARTICLEEarly Childhood Research Quarterly2016Referências: 5

  • Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade

    Ilyse Resnick, Nancy C Jordan et al.ARTICLEDevelopmental Psychology2016Citada por: 7Referências: 4

    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…

  • Perceptions of discriminatory treatment by staff as predictors of drug treatment completion

    Open AccessLoren Brener, William Von Hippel et al.ARTICLEDrug and Alcohol Review2010Citada por: 12Referências: 5

    Adopting a mixed methods approach facilitated exploration of the impact of perceived discrimination on treatment from both clients' and health-care workers' perspectives. This methodology may also enhance interpretation and utilisation of these findings in drug treatment