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References from Number-line estimation training in preschoolers supports early mathematical development and is associated with a stronger approximate-to-symbolic numerical pathway. Local targets link to admitted publications; unresolved targets remain external evidence.
Cognitive processes of numerical estimation in children
10.1016/j.jecp.2011.08.005 · 2012 · External reference
Early predictors of middle school fraction knowledge
10.1111/desc.12155 · 2014 · External reference
Numerical magnitude representations influence arithmetic learning
10.1111/j.1467-8624.2008.01173.x · 2008 · External reference
Association between individual differences in nonsymbolic number acuity and math performance: a meta-analysis
10.1016/j.actpsy.2014.01.016 · 2014 · External reference
Development of elementary numerical abilities: a neuronal model
10.1162/jocn.1993.5.4.390 · 1993 · External reference
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
10.1016/j.jecp.2014.01.013 · 2014 · External reference
Core systems of number
10.1016/j.tics.2004.05.002 · 2004 · External reference
No child left behind, nor singled out: is it possible to combine adaptive instruction and inclusive pedagogy in early math software?
10.1007/s43545-021-00205-7 · 2021 · External reference
Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden
10.1016/j.lindif.2024.102488 · 2024 · External reference
Relations among spatial skills, number line estimation, and exact and approximate calculation in young children
10.1016/j.jecp.2021.105251 · 2021 · External reference
Developmental change in the acuity of the “number sense”: the approximate number system in 3-, 4-, 5-, and 6-year-olds and adults
10.1037/a0012682 · 2008 · External reference
Improving preschoolers’ arithmetic through number magnitude training: the impact of nonsymbolic and symbolic training
10.1371/journal.pone.0166685 · 2016 · External reference
Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence
10.3389/fpsyg.2014.00272 · 2014 · External reference
The relation between subitizable symbolic and nonsymbolic number processing over the kindergarten school year
10.1111/desc.12884 · 2020 · External reference
Brief nonsymbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children
10.1016/j.cognition.2013.12.007 · 2014 · External reference
Developmental predictors of fraction concepts and procedures
10.1016/j.jecp.2013.02.001 · 2013 · External reference
Mental number line training in children with developmental dyscalculia
10.1016/j.neuroimage.2011.01.070 · 2011 · External reference
Kindergarteners’ symbolic number abilities predict nonsymbolic number abilities and math achievement in grade 1
10.1037/dev0001158 · 2021 · External reference
Learning number sense through digital games with intrinsic feedback
10.14742/ajet.3116 · 2016 · External reference
10.1016/b978-0-12-815952-1.00004-9
10.1016/b978-0-12-815952-1.00004-9 · 2019 · External reference
Unresolved reference
2023 · External reference
Numerical order processing in children: from reversing the distance-effect to predicting arithmetic
10.1111/mbe.12094 · 2015 · External reference
Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners
10.1037/dev0000445 · 2018 · External reference
Enhancing arithmetic in preschoolers with comparison or number line estimation training: does it matter?
10.1016/j.learninstruc.2016.08.004 · 2016 · External reference
Trajectories of symbolic and nonsymbolic magnitude processing in the first year of formal schooling
10.1371/journal.pone.0149863 · 2016 · External reference
Contributions of the psychology of mathematical cognition in early childhood education using apps
10.3389/fpsyg.2022.913970 · 2022 · External reference
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged children
10.1111/cdev.13879 · 2023 · External reference
A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children’s arithmetic competence
10.1371/journal.pone.0067918 · 2013 · External reference
An introduction to the approximate number system
10.1111/cdep.12288 · 2018 · External reference
Training the approximate number system improves math proficiency
10.1177/0956797613482944 · 2013 · External reference
Improving arithmetic performance with number sense training: an investigation of underlying mechanism
10.1016/j.cognition.2014.06.011 · 2014 · External reference
Neurocognitive start-up tools for symbolic number representations
10.1016/j.tics.2010.09.008 · 2010 · External reference
A multilevel meta-analysis on the causal effect of approximate number system training on symbolic math performance
10.1037/xlm0001087 · 2021 · External reference
Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games
10.1111/j.1467-8624.2007.01131.x · 2008 · External reference
Reducing the gap in numerical knowledge between low- and middle-income preschoolers
10.1016/j.appdev.2011.02.005 · 2011 · External reference
Taking it to the classroom: number board games as a small group learning activity
10.1037/a0028995 · 2012 · External reference
Association between basic numerical abilities and mathematics achievement
10.1111/j.2044-835x.2011.02048.x · 2012 · External reference
Associations of nonsymbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis
10.1111/desc.12372 · 2017 · External reference
Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6
10.1037/a0013840 · 2009 · External reference
Associations of number line estimation with mathematical competence: a meta-analysis
10.1111/cdev.13068 · 2018 · External reference
Development of numerical estimation in young children
10.1111/j.1467-8624.2004.00684.x · 2004 · External reference
Playing linear number board games-but not circular ones-improves low-income preschoolers’ numerical understanding
10.1037/a0014239 · 2009 · External reference
Unresolved reference
2013 · External reference
Does the approximate number system serve as a foundation for symbolic mathematics?
10.1080/15475441.2016.1263573 · 2017 · External reference
Approximate arithmetic training improves informal math performance in low achieving preschoolers
10.3389/fpsyg.2018.00606 · 2018 · External reference
A critical analysis of design, facts, bias and inference in the approximate number system training literature: a systematic review
10.1016/j.tine.2016.11.002 · 2017 · External reference
Training on number comparison, but not number line estimation, improves preschoolers’ symbolic approximate arithmetic
10.1016/j.ecresq.2023.07.004 · 2023 · External reference
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings
10.1016/j.cedpsych.2016.06.003 · 2016 · External reference
