Eric D Wilkey
Dados Biográficos
| ID | 5758484 |
|---|---|
| NOME | Eric D Wilkey |
| PRENOMES | Eric D |
| SOBRENOME | Wilkey |
| ASSINATURA | WILKEY E D |
| AFILIAÇÕES | Vanderbilt University |
| ORCID | 0000-0003-3742-0909 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Rational numbers
Mathematics knowledge is crucial for success in our society. Among the various mathematical areas, rational number knowledge is particularly significant for academic achievement. However, rational number knowledge is challenging, and many children and adults struggle with tasks involving fraction and decimal magnitude processing. In this study, we conducted a systematic review of functional magnetic resonance imaging (fMRI) studies to identify br…
Bridging the divide
Teaching students to use mathematical algorithms is a major part of standard math curricula, but there is long-standing debate about how-or even if-algorithms should be taught.Division is a fundamental operation for which students regularly use algorithms, the most popular being traditional long division (TLD).Although regarded as highly efficient, TLD is conceptually opaque and challenging to learn.The partial quotients (PQ) algorithm has been p…
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally …
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally …
Number and domain both affect the relation between executive function and mathematics achievement
Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct E…
Rational numbers
Mathematics knowledge is crucial for success in our society. Among the various mathematical areas, rational number knowledge is particularly significant for academic achievement. However, rational number knowledge is challenging, and many children and adults struggle with tasks involving fraction and decimal magnitude processing. In this study, we conducted a systematic review of functional magnetic resonance imaging (fMRI) studies to identify br…
Bridging the divide
Teaching students to use mathematical algorithms is a major part of standard math curricula, but there is long-standing debate about how-or even if-algorithms should be taught.Division is a fundamental operation for which students regularly use algorithms, the most popular being traditional long division (TLD).Although regarded as highly efficient, TLD is conceptually opaque and challenging to learn.The partial quotients (PQ) algorithm has been p…
Cognitive and developmental aspects of mathematical skills (3 obras) · Cognition (2 obras) · Developmental psychology (2 obras) · Mathematics Education and Teaching Techniques (2 obras) · Psychology (2 obras) · Academic achievement (1 obras) · Affect (linguistics (1 obras) · Algorithms and Data Compression (1 obras) · Bridging (networking) (1 obras) · Cognitive psychology (1 obras)