Effects of age and schooling on the acquisition of elementary quantitative skills
Bibliographic Data
| ID | 9788896 |
|---|---|
| Authors | Jeffrey Bisanz (0000-0002-8007-2711, PolicyWise for Children & Families, corresponding author), Frederick J Morrison (0000-0001-9071-3482, Loyola University Chicago), Maria Dunn (University of Alberta) |
| Year | 1995 |
| Volume | 31 |
| Issue | 2 |
| Pages | 221-236 |
| Publication date | 1995-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.31.2.221 |
| OpenAlex | W2134455147 |
| Language | EN |
| Citations received | 23 |
| References cited | 18 |
The influence of school- and age-related variables was examined separately on 2 tasks involving elementary quantitative skills: conservation of number and mental addition. Performance on these tasks was compared by using a cutoff design with 3 groups of kindergarten and Grade 1 children who differed in age but not amount of schooling (grade), in schooling but not age, or in both age and schooling. The effects of age and schooling were distinct. On conservation of number, performance improved as a function of age but not schooling. On mental arithmetic, accuracy improved with schooling rather than age, but children's use of various solution procedures (e.g., retrieval, counting) was not influenced by schooling. Thus, in the domain of elementary mathematical skills, the influence of schooling can be very specific, and age-related variables other than schooling play an important role in the development of elementary mathematical skills. Results illustrate the utility of the cutoff design for investigating instructional and developmental influences on cognitive development
Developmental psychology · Mathematics education · Primary education · Cognitive and developmental aspects of mathematical skills · Education Methods and Practices · Mathematics Education and Teaching Techniques · Psychology
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Cognitive addition
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| Unique citing works | 22 |
|---|---|
| Citations per year | 0,72 |
| Citation span | 1994 - 2024 (31) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 23 |