Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis-Reference-Cited by-同舟云学术

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Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

Published:2024-02 Issue: Volume:42 Page:100583
ISSN:1747-938X
Container-title:Educational Research Review
language:en
Short-container-title:Educational Research Review

Author:

Ruiz Carola^ORCID,Kohnen Saskia^ORCID,von Hagen Alexa^ORCID,Kwok Fu Yu,Bull Rebecca^ORCID

Funder

Macquarie University

Publisher

Elsevier BV

Subject

Education

Reference106 articles.

1. Challenges in mathematical cognition: A collaboratively-derived research agenda;Alcock;Journal of Numerical Cognition,2016

2. The relationship between visuospatial working memory and mathematical performance in school-aged children: A systematic review;Allen;Educational Psychology Review,2019

3. Home and preschool learning environments and their relations to the development of early numeracy skills;Anders;Early Childhood Research Quarterly,2012

4. Longitudinal study of cymbolic and non-symbolic magnitude processing and its relationship with mathematical achievement;Aragón;Revista de Psicodidáctica,2023

5. Core knowledge and working memory as prerequisites of early school arithmetic;Arndt;South African Journal of Childhood Education,2013

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