Results for 'Numeracy'

58 found
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  1.  15
    Is the National Numeracy Strategy Research-Based?Margaret Brown, Mike Askew, Dave Baker, Hazel Denvir & Alison Millett - 1998 - British Journal of Educational Studies 46 (4):362-385.
    The British Government has recently agreed proposals for a National Numeracy Strategy which claims to be based on evidence concerning 'what works'. This article reviews the literature in each key area in which recommendations are made, and makes a judgement of whether the claim is justified. In some areas (e.g. calculators) the recommendations run counter to the evidence.
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  2.  12
    Warranting Practices: Teachers Embedding the National Numeracy Strategy.Olwen McNamara & Brian Corbin - 2001 - British Journal of Educational Studies 49 (3):260 - 284.
    This paper explores the notion of the 'evidence-based practitioner' is relation to the National Numeracy Strategy (NNS). The exploration is dealt with in the context of a pilot study of the implementation of the NNS one year before its national launch in September 1999. We begin by describing some of the milestones encountered in the relatively short life history of evidence-based practice (EBP) and exploring some of its various articulations. Challenging the appropriateness of current externally derived formulations of 'evidence' (...)
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  3.  10
    Numeracy Coordinators: 'Brokering' Change Within and Between Communities of Practice?Brian Corbin, Olwen McNamara & Julian Williams - 2003 - British Journal of Educational Studies 51 (4):344 - 368.
    This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the metaphor of 'brokering' in 'communities of practice' (Wenger, 1998) to (...)
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  4.  27
    Broadening the Circumference: A Socio-Historical Analysis of Family Enactments of Literacy and Numeracy Within the Official Script of Middle Class Early Childhood Discourse.Marilyn Fleer & Jill Robbins - 2004 - Outlines. Critical Practice Studies 6 (2):17-34.
    Informed by s socio-historical theory, this paper will report on a study that sought to document the literacy and numeracy outcomes for children living in low socio-economic circumstances in a region south-east of Melbourne, Australia. The research focused on children in preschool and child care centres in the year prior to beginning school, and was designed to map literacy and numeracy experiences of children in the home and in the early childhood centre. In this paper an analysis of (...)
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  5.  15
    Computer-Based Instruction for Improving Student Nurses' General Numeracy: Is It Effective? Two Randomised Trials.Hannah Ainsworth, Mollie Gilchrist, Celia Grant, Catherine Hewitt, Sue Ford, Moira Petrie, Carole J. Torgerson & David J. Torgerson - 2012 - Educational Studies 38 (2):151-163.
    In response to concern over the numeracy skills deficit displayed by student nurses, an online computer programme, ?Authentic World??, which aims to simulate a real-life clinical environment and improve the medication dosage calculation skills of users, was developed (Founded in 2004 Authentic World Ltd is a spin out company of Glarmorgan and Cardiff Universities, Cardiff, Wales UK.). Two randomised controlled trials were conducted, each at a UK University, in order to investigate the impact of Authentic World? on student nurses? (...)
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  6.  9
    The Effects of Integration and Generation of Immigrants on Language and Numeracy Achievement.Geert Driessen & Michael S. Merry - 2011 - Educational Studies 37 (5):581-592.
    In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of (...)
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  7.  5
    Numeracy Coordinators: ‘Brokering’ Change Within and Between Communities of Practice?Brian Corbin, Olwen McNamara & Julian Williams - 2003 - British Journal of Educational Studies 51 (4):344-368.
    This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy. It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in 'being a coordinator' in relation to these tasks, especially for discourse and identity. We assess the usefulness of the metaphor of 'brokering' in 'communities of practice' to theorise such tensions. (...)
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  8.  4
    Modeling Individual Differences in Response Time and Accuracy in Numeracy.Roger Ratcliff, Clarissa A. Thompson & Gail McKoon - 2015 - Cognition 137:115-136.
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  9.  13
    The Role of ANS Acuity and Numeracy for the Calibration and the Coherence of Subjective Probability Judgments.Anders Winman, Peter Juslin, Marcus Lindskog, HÃ¥kan Nilsson & Neda Kerimi - 2014 - Frontiers in Psychology 5.
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  10.  10
    Heuristics and Biases: Interactions Among Numeracy, Ability, and Reflectiveness Predict Normative Responding.Paul A. Klaczynski - 2014 - Frontiers in Psychology 5.
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  11.  12
    Numerical Activities and Information Learned at Home Link to the Exact Numeracy Skills in 5–6 Years-Old Children.Silvia Benavides-Varela, Brian Butterworth, Francesca Burgio, Giorgio Arcara, Daniela Lucangeli & Carlo Semenza - 2016 - Frontiers in Psychology 7.
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  12.  3
    Numeracy Moderates the Influence of Task-Irrelevant Affect on Probability Weighting.Jakub Traczyk & Kamil Fulawka - 2016 - Cognition 151:37-41.
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  13.  5
    Relative Age Effects and Gender Differences in the National Test of Numeracy: A Population Study of Norwegian Children.Tore K. Aune, Rolf P. Ingvaldsen, Ole P. Vestheim, Ottar Bjerkeset & Terje Dalen - 2018 - Frontiers in Psychology 9.
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  14.  5
    Approximate Number Processing Skills Contribute to Decision Making Under Objective Risk: Interactions With Executive Functions and Objective Numeracy.Silke M. Mueller & Matthias Brand - 2018 - Frontiers in Psychology 9.
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  15.  12
    Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids Study.Katrine N. Aadland, Eivind Aadland, John R. Andersen, Arne Lervåg, Vegard F. Moe, Geir K. Resaland & Yngvar Ommundsen - 2018 - Frontiers in Psychology 9.
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  16.  10
    Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners.Belde Mutaf Yıldız, Delphine Sasanguie, Bert De Smedt & Bert Reynvoet - 2018 - Frontiers in Psychology 9.
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  17.  14
    The Shape of Knowledge: Children and the Visual Culture of Literacy and Numeracy.Matthew Daniel Eddy - 2013 - Science in Context 26 (2):215-245.
  18.  7
    Individual Differences in Competent Consumer Choice: The Role of Cognitive Reflection and Numeracy Skills.Michele Graffeo, Luca Polonio & Nicolao Bonini - 2015 - Frontiers in Psychology 6.
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  19.  7
    Evaluating the Cognitive Reflection Test as a Measure of Intuition/Reflection, Numeracy, and Insight Problem Solving, and the Implications for Understanding Real-World Judgments and Beliefs.Niraj Patel, S. Glenn Baker & Laura D. Scherer - 2019 - Journal of Experimental Psychology: General 148 (12):2129-2153.
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  20.  9
    Does Mental Number Line Training Work? The Effects of Cognitive Training on Real-Life Mathematics, Numeracy, and Decision Making.Agata Sobkow, Kamil Fulawka, Pawel Tomczak, Piotr Zjawiony & Jakub Traczyk - 2019 - Journal of Experimental Psychology: Applied 25 (3):372-385.
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  21.  70
    Don't Throw the Baby Out with the Math Water: Why Discounting the Developmental Foundations of Early Numeracy is Premature and Unnecessary.Kevin Muldoon, Charlie Lewis & Norman Freeman - 2008 - Behavioral and Brain Sciences 31 (6):663-664.
    We see no grounds for insisting that, because the concept natural number is abstract, its foundations must be innate. It is possible to specify domain general learning processes that feed into more abstract concepts of numerical infinity. By neglecting the messiness of children's slow acquisition of arithmetical concepts, Rips et al. present an idealized, unnecessarily insular, view of number development.
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  22.  16
    Counter Culture: Towards a History of Greek Numeracy.Reviel Netz - 2002 - History of Science 40 (3):321-352.
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  23.  22
    The Foundations of Numeracy: Subitizing, Finger Gnosia, and Fine-Motor Ability.Marcie Penner-Wilger, Lisa Fast, J. LeFevre, Brenda L. Smith-Chant, S. Skwarchuk, Deepthi Kamawar & Jeffrey Bisanz - 2007 - In McNamara D. S. & Trafton J. G. (eds.), Proceedings of the 29th Annual Cognitive Science Society. Cognitive Science Society.
  24.  11
    Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study.Jessica Mercader, Ana Miranda, M. Jesús Presentación, Rebeca Siegenthaler & Jesús F. Rosel - 2018 - Frontiers in Psychology 8.
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  25.  15
    Numeracy and Sustainability.J. Cairns - 2003 - Ethics in Science and Environmental Politics 2003:83-91.
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  26.  25
    Native Numeracy in Tropical America.Gordon Brotherston - 2001 - Social Epistemology 15 (4):299 – 317.
  27.  8
    Prospect Evaluation as a Function of Numeracy and Probability Denominator.Philip Millroth & Peter Juslin - 2015 - Cognition 138:1-9.
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  28.  5
    A Calculating People: The Spread of Numeracy in Early AmericaPatricia Cline Cohen.Brooke Hindle - 1983 - Isis 74 (4):590-591.
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  29.  5
    Comparing Risk Reductions: On the Dynamic Interplay of Cognitive Strategies, Numeracy, Complexity and Format.Adrien Barton, Edward Cokely, Mirta Galesic, Anna Koehler & Mario Haas - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.
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  30.  9
    Intensify of Stimulation, Necessary Truths, and the Acquisition of Numeracy.Kris N. Kirby - 1992 - Mind and Language 7 (4):359-363.
  31.  3
    Effective Numeracy.Chris Brink - 1999 - Transactions of the Royal Society of South Africa 54 (2):247-256.
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  32.  3
    Domain-Specific Control Beliefs in Literacy and Numeracy Vs. Actual Performance Among Adults1.François Stoll & Philipp Notter - 2000 - In Walter J. Perrig & Alexander Grob (eds.), Control of Human Behavior, Mental Processes, and Consciousness: Essays in Honor of the 60th Birthday of August Flammer. Erlbaum. pp. 466.
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  33. The Numeracy Survey To Date.John Gillespie - 2003 - Philosophy of Mathematics Education Journal 17.
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  34. Numeracy and Beyond: Applying Mathematics in the Primary School.Martin Hughes, Charles Desforges, Christine Mitchell & Clive Carre - 2001 - British Journal of Educational Studies 49 (1):99-101.
     
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  35. John Allen Paulos, Beyond Numeracy.A. D. Irvine - 1995 - Philosophia Mathematica 3 (3):307-307.
  36.  6
    The Impact of Daily Mathematics Lessons in England on Pupil Confidence And Competence in Early Mathematics: A Systematic Review.Chris Kyriacou - 2005 - British Journal of Educational Studies 53 (2):168-186.
    This paper reports the use of a systematic review to explore the impact of daily mathematics lessons in England on enhancing pupil confidence and competence in early mathematics. The review process identified 18 key papers. An in-depth analysis of these indicated that there was some evidence that the introduction of daily mathematics lessons, as part of the National Numeracy Strategy in England, has led to some improvement in pupil confidence and competence in early mathematics. However, the analysis also highlighted (...)
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  37.  23
    Thinking Materially: Cognition as Extended and Enacted.Karenleigh A. Overmann - 2017 - Journal of Cognition and Culture 17 (3-4):354-373.
    Human cognition is extended and enacted. Drawing the boundaries of cognition to include the resources and attributes of the body and materiality allows an examination of how these components interact with the brain as a system, especially over cultural and evolutionary spans of time. Literacy and numeracy provide examples of multigenerational, incremental change in both psychological functioning and material forms. Though we think materiality, its central role in human cognition is often unappreciated, for reasons that include conceptual distribution over (...)
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  38.  62
    Neuroeducation–a Critical Overview of an Emerging Field.Daniel Ansari, Bert De Smedt & Roland H. Grabner - 2012 - Neuroethics 5 (2):105-117.
    Abstract In the present article, we provide a critical overview of the emerging field of ‘neuroeducation’ also frequently referred to as ‘mind, brain and education’ or ‘educational neuroscience’. We describe the growing energy behind linking education and neuroscience in an effort to improve learning and instruction. We explore reasons behind such drives for interdisciplinary research. Reviewing some of the key advances in neuroscientific studies that have come to bear on neuroeducation, we discuss recent evidence on the brain circuits underlying reading, (...)
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  39.  44
    Experimental Philosophy of Actual and Counterfactual Free Will Intuitions.Adam Feltz - 2015 - Consciousness and Cognition 36:113-130.
    Five experiments suggested that everyday free will and moral responsibility judgments about some hypothetical thought examples differed from free will and moral responsibility judgments about the actual world. Experiment 1 (N = 106) showed that free will intuitions about the actual world measured by the FAD-Plus poorly predicted free will intuitions about a hypothetical person performing a determined action (r = .13). Experiments 2–5 replicated this result and found the relations between actual free will judgments and free will judgments about (...)
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  40.  6
    Maths for Medications: An Analytical Exemplar of the Social Organization of Nurses' Knowledge.Louise Dyjur, Janet Rankin & Annette Lane - 2011 - Nursing Philosophy 12 (3):200-213.
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  41. Twenty-First Century Perspectivism: The Role of Emotions in Scientific Inquiry.Mark Alfano - 2017 - Studi di Estetica 7 (1):65-79.
    How should emotions figure in scientific practice? I begin by distinguishing three broad answers to this question, ranging from pessimistic to optimistic. Confirmation bias and motivated numeracy lead us to cast a jaundiced eye on the role of emotions in scientific inquiry. However, reflection on the essential motivating role of emotions in geniuses makes it less clear that science should be evacuated of emotion. I then draw on Friedrich Nietzsche’s perspectivism to articulate a twenty-first century epistemology of science that (...)
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  42.  30
    Interactive Insight Problem Solving.Anna Weller, Gaëlle Villejoubert & Frédéric Vallée-Tourangeau - 2011 - Thinking and Reasoning 17 (4):424 - 439.
    Insight problem solving was investigated with the matchstick algebra problems developed by Knoblich, Ohlsson, Haider, and Rhenius (1999). These problems are false equations expressed with Roman numerals that can be made true bymoving one matchstick. In a first group participants examined a static two-dimensional representation of the false algebraic expression and told the experimenter which matchstick should be moved. In a second group, participants interacted with a three-dimensional representation of the false equation. Success rates in the static group for different (...)
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  43.  21
    The Cognitive Reflection Test Revisited: Exploring the Ways Individuals Solve the Test.B. Szaszi, A. Szollosi, B. Palfi & B. Aczel - 2017 - Thinking and Reasoning 23 (3):207-234.
    Individuals’ propensity not to override the first answer that comes to mind is thought to be a crucial cause behind many failures in reasoning. In the present study, we aimed to explore the strategies used and the abilities employed when individuals solve the cognitive reflection test, the most widely used measure of this tendency. Alongside individual differences measures, protocol analysis was employed to unfold the steps of the reasoning process in solving the CRT. This exploration revealed that there are several (...)
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  44.  62
    Influencing Brain Networks: Implications for Education.Michael I. Posner & Mary K. Rothbart - 2005 - Trends in Cognitive Sciences 9 (3):99-103.
    In our view, a central issue in relating brain development to education is whether classroom interventions can alter neural networks related to cognition in ways that generalize beyond the specific domain of instruction. This issue depends upon understanding how neural networks develop under the influence of genes and experience. Imaging studies have revealed common networks underlying many important tasks undertaken at school, such as reading and number skills, and we are beginning to learn how genes and experience work together to (...)
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  45.  19
    Can ‘Philosophy for Children’ Improve Primary School Attainment?Stephen Gorard, Nadia Siddiqui & Beng Huat See - 2017 - Journal of Philosophy of Education 51 (1):5-22.
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy (...)
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  46.  10
    Can ‘Philosophy for Children’ Improve Primary School Attainment?Stephen Gorard, Nadia Siddiqui & Beng Huat See - 2016 - Journal of Philosophy of Education 50 (4).
    There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy (...)
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  47.  18
    Two Conflicting Visions of Education and Their Consilience.Chris Duncan & Derek Sankey - 2019 - Educational Philosophy and Theory 51 (14):1454-1464.
    Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting visions of education. The first, the Australian Values Education Program enshrines what may be called an ‘embedded values’ vision of education; the second, the National Assessments Program-Literacy and Numeracy enshrines a ‘performative’ vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing (...)
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  48.  40
    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - Journal of Philosophy of Education 42 (3-4):401-414.
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss what (...)
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  49.  8
    Another Relationship to Failure: Reflections on Beckett and Education.Aislinn O'Donnell - 2014 - Journal of Philosophy of Education 48 (2):260-275.
    Failure is seen as a problem in education. From failing schools, to failing students to rankings of universities, literacy or numeracy, the perception that one has failed to compete or to compare favourably with others has led to a series of policy initiatives internationally designed to ensure ‘success for all’. But when success is measured in comparison with others or against benchmarks or standards, then it is impossible to see how all could be successful given the parameters laid down. (...)
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  50.  8
    Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach.Zachary Stein, Michael Connell & Howard Gardner - 2008 - Philosophy of Education 42 (3-4):401-414.
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss what (...)
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