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PRODID: 1
VERSION:2.0
METHOD:PUBLISH
X-WR-TIMEZONE: America/Los_Angeles
DTSTAMP: 20260531T131818
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UID: info@vconferenceonline.com
SUMMARY:Developmental Focus Papers: Development of Mathematical Cognition
PRIORITY:0
CATEGORIES:SESSION
CLASS:PUBLIC
DTSTART:20200617T110000
DTEND:20200617T122000
URL: https://event.vconferenceonline.com
DESCRIPTION:<span style="font-size:14px;"><span style="left: 514.967px; top: 695.817px; font-family: sans-serif; transform: scaleX(1.06137);">CHAIR: VINAYA RAJAN (UNIVERSITY OF THE SCIENCES)</span><br />
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<span style="left: 514.967px; top: 797.383px; font-family: sans-serif; transform: scaleX(1.02815);">Mathematics skills that children acquire at school entry are a</span><span style="left: 514.967px; top: 816.283px; font-family: sans-serif; transform: scaleX(1.02079);"> robust predictor of later mathematics achievement and school</span><span style="left: 514.967px; top: 835.183px; font-family: sans-serif; transform: scaleX(1.03703);"> achievement in general. In particular, proficiency in early number</span><span style="left: 514.967px; top: 854.083px; font-family: sans-serif; transform: scaleX(1.02983);"> sense (i.e., skills related to number, number relations, and</span><span style="left: 514.967px; top: 872.983px; font-family: sans-serif; transform: scaleX(1.03103);"> number operations) is foundational to building competence in</span><span style="left: 514.967px; top: 891.867px; font-family: sans-serif; transform: scaleX(1.01319);"> mathematics. Presenters in this session will discuss their findings</span><span style="left: 514.967px; top: 910.767px; font-family: sans-serif; transform: scaleX(1.02932);"> examining individual differences in early number competencies.</span><br />
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<span style="left: 514.967px; top: 948.567px; font-family: sans-serif; transform: scaleX(1.10217);"><strong>Presentations:</strong></span><br />
<strong><span style="left: 514.967px; top: 986.367px; font-family: sans-serif; transform: scaleX(1.12931);">Executive Functions: Foundational Skills for Supporting</span><span style="left: 514.967px; top: 1005.27px; font-family: sans-serif; transform: scaleX(1.09144);"> Early Numeracy Development</span></strong><br />
<span style="left: 514.967px; top: 1024.15px; font-family: sans-serif; transform: scaleX(1.03606);">by Vinaya Rajan (University of the Sciences), Nancy Jordan</span><span style="left: 514.967px; top: 1043.05px; font-family: sans-serif; transform: scaleX(1.03239);"> (University of Delaware)</span><br />
<span style="left: 514.967px; top: 1080.85px; font-family: sans-serif; transform: scaleX(1.13199);"><strong>Children&rsquo;s Understanding of Cardinality: Insight from</strong></span><strong><span style="left: 514.967px; top: 1099.75px; font-family: sans-serif; transform: scaleX(1.11379);"> Counting Errors </span></strong><br />
<span style="left: 514.967px; top: 1118.65px; font-family: sans-serif; transform: scaleX(1.03027);">by Anna Shusterman (Wesleyan University), Pierina Cheung</span><span style="left: 514.967px; top: 1137.55px; font-family: sans-serif; transform: scaleX(1.0399);"> (Singapore National Institute of Education), Sifana Sohail</span><span style="left: 514.967px; top: 1156.43px; font-family: sans-serif; transform: scaleX(1.04617);"> (University of California Irvine)</span></span>
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