TY - JOUR TI - The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary AU - Riccomini, Paul J. AU - Smith, Gregory W. AU - Hughes, Elizabeth M. AU - Fries, Karen M. T2 - Reading & writing quarterly AB - Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical vocabulary learning is a very important part of their language development and ultimately mathematical proficiency. This article draws on current research-based evidence to (a) provide a rationale for teaching vocabulary, (b) offer a review of research that supports the importance of teaching mathematics vocabulary, and (c) describe specific strategies for teaching mathematics vocabulary. It also addresses implications and the need for future research. DA - 2015/// PY - 2015 DO - 10.1080/10573569.2015.1030995 VL - 31 IS - 3 SP - 235 EP - 252 PB - Routledge SN - 1057-3569 L1 - files/2070/Riccomini et al. - 2015 - The Language of Mathematics The Importance of Teaching and Learning Mathematical Vocabulary.pdf KW - Language proficiency KW - Teaching KW - Vocabulary development ER - TY - JOUR TI - The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England AU - Sylva, Kathy AU - Sammons, Pam AU - Chan, Lydia L. S AU - Melhuish, Edward AU - Siraj-Blatchford, Iram AU - Taggart, Brenda T2 - Zeitschrift für Erziehungswissenschaft AB - Nur wenige Studien haben untersucht, inwiefern vorschulische Lernerfahrungen das Tempo der Aneignung akademischer Fertigkeiten in der Grundschule beeinflussen. Hier werden die Ergebnisse einer Langzeitstudie in Großbritannien mit einer repräsentativen Auswahl von 2.800 Kindern vorgestellt. Diese Studie untersuchte den Beitrag der frühkindlichen häuslichen Lernumgebung und der Vorschulqualität auf den akademischen Fortschritt der Kinder in den Fächern Englisch und Mathematik in der Altersstufe 7 bis 11 (d. h. in den Klassenstufen 2 bis 6 der englischen Grundschule). Die Ergebnisse legen nahe, dass eine anregende frühe häusliche Lernumgebung zu schnelleren Lernfortschritten in Englisch und Mathematik bei sieben- bis elf-jährigen Kindern führt. Dabei war die Anwesenheit an sich nicht der entscheidende vorschulische Faktor für den akademischen Fortschritt, sondern die Qualität der frühen Lernerfahrungen. Kinder mit einem stärkeren schulischen "Profil" ließen die anderen Kinder im Verlauf der Grundschule weit hinter sich. Die Vorteile einer hochwertigen häuslichen und vorschulischen Umgebung sind anscheinend dauerhaft und kumulativ, sie fördern den Entwicklungsverlauf der Kinder und ermöglichen es ihnen, größere Lernerfolge als gleichaltrige Kinder zu erzielen, die eine niedrigere Qualität der vorschulischen Erfahrungen erlebt haben. (DIPF/Orig.). Few studies have explored whether learning experiences during the pre-school period differentiate rates of growth in academic skills during primary school. Here, findings are presented from a longitudinal study on a representative sample of 2,800 children in the UK. This study examined the contribution of the early years Home Learning Environment (HLE) and pre-school quality to children's academic progress between ages 7 and 11 (i.e. years 2 and 6 of primary school) in English and mathematics. Results indicate that a rich early HLE leads to accelerated progress in English and mathematics between 7 and 11 years. Quality rather than mere attendance was the pre-school factor which promoted academic progress. Children who had a stronger 'profile' at school accelerated away from other children over the primary period. The benefits of high quality home and pre-school environments appear to be long-lasting and cumulative, improving children's developmental trajectories by enabling them to make greater learning gains compared to their peers who experienced lower pre-school quality. (DIPF/Orig.). DA - 2013/// PY - 2013 DO - 10.1007/s11618-013-0364-6 VL - 16 IS - 2 SP - 277 EP - 301 J2 - Z Erziehungswiss PB - Springer Fachmedien Wiesbaden SN - 1434-663X L1 - files/2169/Sylva et al. - 2013 - The effects of early experiences at home and pre-school on gains in English and mathematics in prima.pdf KW - Einflussfaktor KW - Empirische Untersuchung KW - Englischunterricht KW - Fortschritt KW - Großbritannien KW - Lernerfahrung KW - Lernumgebung KW - Längsschnittuntersuchung KW - Mathematikunterricht KW - Pedagogic Psychology KW - Primarbereich KW - Psychotherapy and Counseling KW - Schwerpunkt KW - Schülerleistung KW - Social Sciences KW - Vorschulalter KW - Vorschule KW - Wirkung ER - TY - JOUR TI - Why Do Early Mathematics Skills Predict Later Reading? The Role of Mathematical Language AU - Purpura, David J AU - Logan, Jessica A. R AU - Hassinger-Das, Brenna AU - Napoli, Amy R T2 - Developmental psychology AB - A growing body of evidence indicates that the development of mathematics and literacy skills is highly related. The importance of literacy skills-specifically language-for mathematics development has been well rationalized. However, despite several prominent studies indicating that mathematics skills are highly predictive of literacy development, the reason for this relation is not well understood. The purpose of this study was to identify how and why early mathematics is predictive of early literacy development. Participants included 125 preschool children 3-5 years old (M = 4 years 3 months). Participants were assessed on mathematics, literacy, and cognitive measures in both the fall and spring of their preschool year. Mediation analyses indicated that the relation between early mathematics and literacy skills is mediated by children's mathematical language skills. These findings suggest that, in prior research identifying mathematical performance as a significant predictor of later literacy skills, mathematical performance may have acted only as a proxy measure for more complex language skills such as those assessed on a mathematical language measure. DA - 2017/// PY - 2017 DO - 10.1037/dev0000375 VL - 53 IS - 9 SP - 1633 EP - 1642 PB - American Psychological Association SN - 0012-1649 L1 - files/2072/Purpura et al. - 2017 - Why Do Early Mathematics Skills Predict Later Reading The Role of Mathematical Language.pdf KW - Analysis KW - Child Development - physiology KW - Child, Preschool KW - Cognition - physiology KW - Comprehension KW - Education KW - Female KW - Human KW - Humans KW - Language Development KW - Language proficiency KW - Language skills KW - Literacy KW - Literacy skills KW - Male KW - Mathematical Ability KW - Mathematics skills KW - Models, Theoretical KW - Numbers (Numerals) KW - Predictive Value of Tests KW - Preschool children KW - Problem Solving - physiology KW - Reading KW - Reading Ability KW - Study and teaching ER - TY - JOUR TI - Mathematics and language: Individual and group differences in mathematical language skills in young children AU - Purpura, David J. AU - Reid, Erin E. T2 - Early childhood research quarterly AB - •Mathematical language is an understudied aspect of early numeracy development.•Mathematical language accounts for significant variance in numeracy performance.•Mathematical language is more proximal to numeracy skills than is general language.•Parental education levels were related to children’s mathematical language.•Development of mathematical language begins early—likely even before 3 years of age The development of early numeracy knowledge is influenced by a number of non-mathematical factors—particularly language skills. However, much of the focus on the relation between language and early numeracy has utilized general language measures and not domain-specific measures of mathematical language. The primary purpose of this study was to determine if the variance accounted for by general language skills in predicting numeracy performance was better accounted for by mathematical language. Further, age- and parental education-related differences in mathematical language performance were explored. Using a sample of 136 3- to 5-year-old preschool and kindergarten children (M=4.28years, SD=0.67years), a series of mixed-effect regressions were conducted. Results indicated that although general language performance was initially a significant predictor of numeracy performance, when both mathematical language and general language were included in the model, only mathematical language was a significant predictor of numeracy performance. Further, group-difference analyses revealed that children from families where both parents had less than a college education performed significantly lower on mathematical language than their peers; and even by 3-years-old, children have acquired a substantial body of mathematical language skills. Implications and future directions are discussed. DA - 2016/// PY - 2016 DO - 10.1016/j.ecresq.2015.12.020 VL - 36 SP - 259 EP - 268 PB - Elsevier Inc SN - 0885-2006 L1 - files/1899/Purpura and Reid - 2016 - Mathematics and language Individual and group differences in mathematical language skills in young.pdf KW - Math ER - TY - JOUR TI - Suosituksia monikielisten lasten varhaisten matemaattisten taitojen tukemiseen – Temaattinen synteesi AU - Luomaniemi, Katri AU - Kankaanpää, Sanni AU - Hannula-Sormunen, Minna T2 - Journal of Early Childhood Education Research AB - Tämän temaattisen synteesin tavoitteena on yhdistää ja analysoida aiemmassa tutkimuskirjallisuudessa esiteltyjä suosituksia monikielisten lasten varhaisten matemaattisten  taitojen tukemiseen. Aineisto koostuu viidestä suosituksia sisältävästä artikkelista, jotka on julkaistu aikavälillä 2011–2020. Temaattisen synteesin analyysivaiheita noudattaen ensin artikkelien sisältämät suositukset koodattiin. Toisessa vaiheessa koodauksen perusteella suosituksista muodostettiin 12 deskriptiivistä teemaa, jotka ryhmiteltiin neljään kategoriaan: (1) Matemaattisen toimijuuden vahvistaminen kulttuurisesti vastuullisin menetelmin, (2) Matematiikkapuheen mahdollistaminen (3) Matemaattisen oppimisympäristön tekeminen arjessa näkyväksi sekä (4) Matemaattisen ja akateemisen kielitaidon vahvistaminen. Deskriptiivisten teemojen pohjalta luodun analyyttisen mallin mukaan varhaiskasvatuksen ammattilaiset voivat tukea monikielisten lasten matemaattisia taitoja tekemällä matemaattisesta toiminnasta kulttuurisesti merkityksellistä, tiedostamalla omat ennakkokäsityksensä matematiikan ja kielen oppimisesta ja siirtämällä näkökulman puutteista vahvuuksiin sekä mahdollistamalla monipuoliset tavat osallistua matematiikkapuheeseen säännöllisesti. Suositusten kokoaminen yhteen täydentää vielä vähäistä suomenkielistä tutkimuskirjallisuutta monikielisten lasten varhaisten matemaattisten taitojen tukemisesta. Tutkimuksessa suosituksia peilataan suomalaiseen varhaiskasvatukseen, joten sen tulokset voivat toimia myös pedagogisen toiminnan suunnittelun tukena varhaiskasvatuksen arjessa. DA - 2023/08/10/ PY - 2023 DO - 10.58955/jecer.126173 DP - journal.fi VL - 12 IS - 3 SP - 23 EP - 63 LA - fi SN - 2323-7414 UR - https://journal.fi/jecer/article/view/126173 Y2 - 2023/11/01/09:28:02 L1 - https://journal.fi/jecer/article/download/126173/80627 L1 - files/615/Luomaniemi ym. - 2023 - Suosituksia monikielisten lasten varhaisten matema.pdf KW - lasten KW - matemaattisten KW - monikielisten KW - monikielisyys KW - Suosituksia KW - taitojen KW - varhaiset matemaattiset taidot KW - varhaiskasvatus KW - varhaisten ER - TY - JOUR TI - An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students AU - Powell, Sarah R AU - Nelson, Gena T2 - The Elementary School Journal AB - Competency with mathematics requires use of numerals and symbols as well as an understanding and use of mathematics vocabulary (e.g., add, more, triangle). Currently, no measures exist in which the primary function is to gauge mathematics-vocabulary understanding. We created a 64-item mathematics-vocabulary measure for first grade and piloted the assessment with 104 first-grade students. We also administered standardized measures of general word knowledge and mathematics fluency to investigate the validity of the mathematics-vocabulary measure. Results indicated a wide variability in how first-grade students interpret mathematics-vocabulary terms but strong reliability for the mathematics-vocabulary measure. DA - 2017/06// PY - 2017 VL - 117 IS - 4 SP - 664 LA - English PB - University of Chicago, acting through its Press SN - 00135984 UR - https://www.proquest.com/scholarly-journals/investigation-mathematics-vocabulary-knowledge/docview/1908302096/se-2?accountid=11365 AN - 1908302096 DB - Linguistics and Language Behavior Abstracts (LLBA); Social Science Premium Collection L1 - files/2036/Powell and Nelson - 2017 - An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students.pdf L2 - https://helsinki.primo.exlibrisgroup.com/openurl/358UOH_INST/358UOH_INST:VU1?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ%3Aeducation&atitle=An+Investigation+of+the+Mathematics-Vocabulary+Knowledge+of+First-Grade+Students&title=The+Elementary+School+Journal&issn=00135984&date=2017-06-01&volume=117&issue=4&spage=664&au=Powell%2C+Sarah+R%3BNelson%2C+Gena&isbn=&jtitle=The+Elementary+School+Journal&btitle=&rft_id=info:eric/&rft_id=info:doi/ L4 - https://www.journals.uchicago.edu/doi/full/10.1086/691604 KW - Education KW - Elementary school students KW - Fluency KW - Knowledge KW - Vocabulary development ER - TY - JOUR TI - Matematiikan ja äidinkielen taidot alkuopetuksen aikana – Perusopetuksen oppimistulosten pitkittäisarviointi 2018–2020 AU - Ukkola, Annette AU - Metsämuuronen, Jari DA - 2023/// PY - 2023 DP - Zotero LA - fi L1 - https://www.karvi.fi/sites/default/files/sites/default/files/documents/KARVI_0123.pdf L1 - files/606/Ukkola ja Metsämuuronen - Matematiikan ja äidinkielen taidot alkuopetuksen a.pdf ER - TY - BOOK TI - Maahanmuuttajien oppimisvaikeuksien tunnistaminen / Anu Arvonen, Liisa Katva, Anne Nurminen. AU - Arvonen, Anu AU - Katva, Liisa AU - Nurminen, Anne T2 - Opetus 2000 CY - Jyväskylä DA - 2010/// PY - 2010 PB - PS-kustannus SN - 978-952-451-742-3 KW - #topic/S2 ER - TY - BOOK TI - Oma kieli - oma mieli : oppilaan oma äidinkieli. AU - Opetushallitus T2 - Informaatioaineistot ; 2016:6 CY - Helsinki DA - 2016/// PY - 2016 PB - Opetushallitus KW - kaksikielisyys KW - modersmål KW - tvåspråkighet KW - äidinkieli ER - TY - GEN TI - Perusopetuksen päättövaiheen suomi toisena kielenä (S2) -oppimäärän oppimistulosten arviointi 2015 / Katri Kuukka, Jari Mertsämuuronen. AU - Kuukka, Katri AU - Metsämuuronen, Jari AB - Finnish as a second language syllabus learning outcomes in the 9th grade of basic education in 2015. Inlärningsresultat i lärokursen finska som andraspråk i årskurs 9 inom den grundläggande utbildningen 2015. CY - Helsinki DA - 2016/// PY - 2016 PB - Kansallinen koulutuksen arviointikeskus KW - arviointi KW - finska KW - finska som andraspråk KW - grundläggande utbildning KW - grundskolan KW - grundskolans högstadium KW - högstadiet KW - inlärning KW - inlärningsresultat KW - kunnande KW - oppiminen KW - oppimistulokset KW - osaaminen KW - peruskoulu KW - peruskoulun yläaste KW - perusopetus KW - suomen kieli KW - suomi toisena kielenä KW - utvärdering KW - yläkoulu ER - TY - BOOK TI - Matemaattiset oppimisvaikeudet AU - Mononen, Riikka AU - Aunio, Pirjo AU - Korhonen, Johan AU - Tapola, Anna AU - Väisänen, Eija CY - Jyväskylä DA - 2017/// PY - 2017 PB - PS-kustannus SN - 978-952-451-801-7 KW - barnets utveckling KW - elevbedömning KW - inlärning KW - inlärningssvårigheter KW - känslor KW - lapsen kehitys KW - matemaattiset taidot KW - matematiikka KW - matematik KW - matematiska färdigheter KW - motivaatio KW - motivation KW - opetus KW - opetusmenetelmät KW - opiskelumotivaatio KW - oppilasarviointi KW - oppiminen KW - oppimisvaikeudet KW - studiemotivation KW - stödjande KW - tukeminen KW - tunteet KW - undervisning KW - undervisningsmetoder ER - TY - JOUR TI - School Readiness and Later Achievement AU - Duncan, Greg J AU - Dowsett, Chantelle J AU - Claessens, Amy AU - Magnuson, Katherine AU - Huston, Aletha C AU - Klebanov, Pamela AU - Pagani, Linda S AU - Feinstein, Leon AU - Engel, Mimi AU - Brooks-Gunn, Jeanne AU - Sexton, Holly AU - Duckworth, Kathryn AU - Japel, Crista T2 - Developmental psychology AB - Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness-school-entry academic, attention, and socioemotional skills-and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. DA - 2007/// PY - 2007 DO - 10.1037/0012-1649.43.6.1428 VL - 43 IS - 6 SP - 1428 EP - 1446 PB - American Psychological Association SN - 0012-1649 L1 - files/1205/Duncan et al. - 2007 - School Readiness and Later Achievement.pdf KW - Academic Achievement KW - Academic Aptitude KW - Achievement KW - Adolescent KW - Attention KW - Behavior KW - Biological and medical sciences KW - Canada KW - Child KW - Child Development KW - Children & youth KW - Cognition & reasoning KW - Developmental psychology KW - Educational aspects KW - Educational psychology KW - Emotions KW - Fundamental and applied biological sciences. Psychology KW - Human KW - Humans KW - Influence KW - Learning KW - Longitudinal Studies KW - Psychological aspects KW - Psychology, Child KW - Psychology. Psychoanalysis. Psychiatry KW - Psychology. Psychophysiology KW - Pupil and student. Academic achievement and failure KW - Readiness for school KW - Reading KW - Regression analysis KW - School Readiness KW - Schools KW - Skills KW - Social aspects KW - Social Skills KW - Socioeconomic Factors KW - Socioeconomic status KW - Systematic review KW - United Kingdom KW - United States ER - TY - JOUR TI - The structure of early numeracy: Evidence from multi-factorial models AU - Devlin, Declan AU - Moeller, Korbinian AU - Sella, Francesco T2 - Trends in Neuroscience and Education AB - Background Despite the relevance of basic numerical skills to later mathematical outcomes, there remains little consensus on which skills comprise the construct of early numeracy. Procedure Here, we evaluate recent studies that investigated this construct using various approaches. Main findings Findings from these studies indicated broad consensus in considering skills such as counting, number relations, and basic arithmetic, as central aspects of early numeracy. However, both the number and contents of identified factors varied considerably across studies. Conclusions Although this review substantiated the critical relevance of certain basic numerical skills, it also highlights a need for future research to evaluate the structure of early numeracy in a more systematic and coordinated way to increase comparability and coherence across studies. DA - 2022/03/01/ PY - 2022 DO - 10.1016/j.tine.2022.100171 VL - 26 SP - 100171 J2 - Trends in Neuroscience and Education SN - 2211-9493 UR - https://www.sciencedirect.com/science/article/pii/S2211949322000023 L1 - files/1231/Devlin et al. - 2022 - The structure of early numeracy Evidence from multi-factorial models.pdf KW - #Topic/EN ER - TY - JOUR TI - Vocabulary Considerations for Teaching Mathematics AU - Monroe, Eula Ewing AU - Panchyshyn, Robert T2 - Childhood education AB - Proper vocabulary instruction is essential in mathematics, since materials on the topic make for difficult reading with more concepts per word, per sentence and per paragraph than other areas of study. The vocabulary that is crucial for developing mathematical competency is divided into four categories, namely, technical, subtechnical, general and symbolic. These must be actively taught during mathematics classes, using methods appropriate not only for mathematics but for other subject areas as well. DA - 1995/// PY - 1995 DO - 10.1080/00094056.1996.10521849 VL - 72 IS - 2 SP - 80 EP - 83 PB - Taylor & Francis Group SN - 0009-4056 KW - Education KW - Study and teaching KW - Teaching ER - TY - JOUR TI - Explaining numeracy development in weak performing kindergartners AU - Toll, Sylke W.M. AU - Van Luit, Johannes E.H. T2 - Journal of experimental child psychology AB - •990 Children were screened for weak early numeracy at the start of kindergarten.•Early numeracy development was monitored at four points throughout kindergarten.•Growth was predicted by several predictors together in one multilevel model.•Math language is underestimated as important factor in numeracy development. Gaining better insight into precursors of early numeracy in young children is important, especially in those with inadequate numeracy skills. Therefore, in the current study, visual and verbal working memory, non-symbolic and symbolic comparison skills, and specific math-related language were used to explain early numeracy performance and development of weak performing children throughout kindergarten. The early numeracy ability of both weak performers and typical performers was measured at four time points during 2years of kindergarten to compare growth rates. Results show a significant faster development of early numeracy in the weak performers. The development of weak performers’ numeracy was influenced by verbal working memory, symbolic comparison skills, and math language, whereas only math language was positively related to the slope of typical performers’ numeracy. In the weak performers, visual working memory, non-symbolic comparison skills, and math language showed an effect on the initial early numeracy level of these children. The intercept of the typical performers was predicted by five covariates, all except non-symbolic comparison. DA - 2014/// PY - 2014 DO - 10.1016/j.jecp.2014.02.001 VL - 124 SP - 97 EP - 111 PB - Elsevier Inc SN - 0022-0965 L1 - files/2124/Toll and Van Luit - 2014 - Explaining numeracy development in weak performing kindergartners.pdf ER - TY - CHAP TI - Academic Language AU - Cummins, Jim AU - Yee-Fun, Evelyn Man T2 - International Handbook of English Language Teaching A2 - Cummins, Jim A2 - Davison, Chris AB - This chapter proposes a framework for conceptualizing the nature of academic language and the pedagogical conditions that foster its development. Academic language proficiency is distinguished from both conversational fluency and discrete language skills and defined as the ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. Extensive reading is crucial for academic language development because less frequent vocabulary, most of which derives from Greek and Latin sources, is found primarily in written text. Also, grammatical constructions and discourse structures found in typical written text differ significantly from those found in conversational interactions. The implications of this conceptualization of academic language for English language teaching in Hong Kong are discussed. CY - Boston, MA DA - 2007/// PY - 2007 DO - 10.1007/978-0-387-46301-8_53 SP - 797 EP - 810 PB - Springer US SN - 978-0-387-46301-8 UR - https://doi.org/10.1007/978-0-387-46301-8_53 ER - TY - JOUR TI - Direct numeracy activities and early math skills: Math language as a mediator AU - King, Yemimah A. AU - Purpura, David J. T2 - Early Childhood Research Quarterly AB - A number of studies provide evidence that the home numeracy environment is important for the development of early numeracy skills. There is also evidence that preschoolers understanding of math language is a strong predictor of numeracy skills. However, there is limited research on the role of math language knowledge in the relation between the home numeracy environment and early numeracy skills. The purpose of this study was to investigate the relation between the home numeracy environment (engagement in direct numeracy activities) and numeracy skills while considering math language as a mediator. Participants included 125 children between 3.12–5.26 years (M = 4.17, SD = 0.58) and their parents. Parents reported on the frequency of engaging children in direct numeracy activities. Children were assessed in the fall and spring of their preschool year on their numeracy skills and math language knowledge. Results suggest that math language mediates the relation between the direct home numeracy environment and numeracy skills. These findings provide evidence that the relation between the direct home numeracy environment and early numeracy may be explained by preschooler’s math language knowledge. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.ecresq.2020.09.012 VL - 54 SP - 252 EP - 259 J2 - Early Childhood Research Quarterly SN - 0885-2006 UR - https://www.sciencedirect.com/science/article/pii/S0885200620301162 L1 - files/2115/King and Purpura - 2021 - Direct numeracy activities and early math skills Math language as a mediator.pdf ER - TY - JOUR TI - Mathematical Profile Test: adaptation & standardization in Greek AU - Karagiannakis, I. AU - Roussos, P. AU - Polychroni, F. T2 - Psychology DA - 2021/// PY - 2021 DO - 10.12681/psy_hps.29151 VL - 26 IS - 3 SP - 252 EP - 272 UR - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168960151&doi=10.12681%2fpsy_hps.29151&partnerID=40&md5=747cddc644b884fea6d96784c14fc39b DB - Scopus ER - TY - JOUR TI - Examining the Mutual Relations Between Language and Mathematics: A Meta-Analysis AU - Peng, Peng AU - Lin, Xin AU - Ünal, Zehra Emine AU - Lee, Kejin AU - Namkung, Jessica AU - Chow, Jason AU - Sales, Adam T2 - Psychological bulletin AB - This study presents a meta-analysis of the relation between language and mathematics. A moderate relation between language and mathematics was found in 344 studies with 393 independent samples and more than 360,000 participants, r = .42, 95% CI [.40, .44]. Moderation and partial correlation analyses revealed the following: (a) more complicated language and mathematics skills were associated with stronger relations between language and mathematics; after partialing out working memory and intelligence, rapid automatized naming showed the strongest relation to numerical knowledge; (b) the relation between language and mathematics was stronger among native language speakers than among second-language learners, but this difference was not found after partialing out working memory and intelligence; (c) working memory and intelligence together explained over 50% of the variance in the relation between language and mathematics and explained more variance in such relations involving complex mathematics skills; (d) language and mathematics predicted the development of one another even after controlling for initial performance. These findings suggest that we may use language as a medium to communicate, represent, and retrieve mathematics knowledge as well as to facilitate working memory and reasoning during mathematics performance and learning. With development, the use of language to retrieve mathematics knowledge may be more important for foundational mathematics skills, which in turn further strengthens linguistic thought processes for performing more advanced mathematics tasks. Such use of language may boost the mutual effects of cognition and mathematics across development. Public Significance Statement We use language as a medium to communicate, represent, and retrieve mathematics knowledge, as when we learn mathematics vocabulary, follow classroom instruction, and understand mathematics texts. Meanwhile, we also use language to facilitate the processes of memory and reasoning during mathematics performance and learning. With development, the use of language to retrieve mathematics knowledge may become more important for foundational mathematics skills, which frees up cognitive resources for more advanced mathematics performance; such use of language may boost the mutual effects between cognition and mathematics during development. DA - 2020/// PY - 2020 DO - 10.1037/bul0000231 VL - 146 IS - 7 SP - 595 EP - 634 PB - American Psychological Association SN - 0033-2909 L1 - files/2155/Peng et al. - 2020 - Examining the Mutual Relations Between Language and Mathematics A Meta-Analysis.pdf KW - Cognition KW - Correlation (Statistics) KW - Language KW - Learning KW - Linguistics KW - Mathematics KW - Moderation KW - Native language KW - Reasoning ER - TY - JOUR TI - Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs AU - Bailey, Jhonelle AU - Ullery, Mary Anne AU - Futterer, Jenna AU - Mullins, Casey AU - Delgado, Christine AU - Custode, Stephanie AU - Gruen, Rinatte AU - Pena, Astrid AU - Gonzalez, Angelica AU - Bulotsky-Shearer, Rebecca J. T2 - Early Childhood Research Quarterly AB - Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children (N = 20,414) enrolled in a state-funded public prekindergarten program within an urban county (N = 1,720 classrooms, N = 922 programs). Measures included linked administrative data on preschool attendance and program-administered direct assessments of oral language, literacy, and mathematics. Latent growth curve analysis (LGCA) found that attendance rates were associated with greater rates of change in all academic skills across the preschool year, controlling for child demographic covariates, preschool program provider type, and neighborhood risk. In addition, higher attendance benefited children more who entered preschool with lower initial academic skills as compared to children who entered preschool with higher academic skills. Implications of the findings, including future directions, and application to early childhood education policy and practice are shared. DA - 2024/07/01/ PY - 2024 DO - 10.1016/j.ecresq.2024.04.009 VL - 68 SP - 112 EP - 122 J2 - Early Childhood Research Quarterly SN - 0885-2006 UR - https://www.sciencedirect.com/science/article/pii/S0885200624000528 L1 - files/2150/Bailey et al. - 2024 - Direct and interactive effects of attendance rates on growth in language, literacy and mathematics s.pdf KW - Academic skill growth KW - Administrative data KW - Latent growth model KW - Preschool attendance KW - Voluntary prekindergarten ER - TY - JOUR TI - General and math vocabulary contributions to early numeracy skills in a large population-representative sample AU - Bleses, Dorthe AU - Moos, Martin AU - Purpura, David J. AU - Dale, Philip S. T2 - Frontiers in Developmental Psychology AB - There are well-documented associations between numeracy development in preschool age children and general and math vocabulary, literacy, and executive functions. However, the studies have largely included small samples of children with parents with either predominantly low or higher socioeconomic background (SES); further, few studies have included measures of all these domains in the same analyses. In this current study, we examined how general vocabulary, math vocabulary, rhyme detection and three measures of executive functions are associated with numeracy development in a population representative sample of 2,931 Danish children 3–5 years (51% male, 89% white). Multi-level regressions controlling for child age and, sex, and in some analyses also parental education and income confirmed that general vocabulary ( β = 0.16), math language ( β = 0.17), rhyme detection ( β = 0.14), attention shifting ( β = 0.09), inhibitory control ( β = 0.05), and working memory ( β = 0.09) each are associated with numeracy after controlling for covariates when estimated in the same model. Analyses of extreme performance (low-high) suggests a much closer and symmetrical connection between math language and numeracy compared to that between general vocabulary and numeracy. Interestingly, family SES is weakly but significantly related to all measures, most strongly for the vocabulary measures, but does not influence the pattern of results from regression analyses. In conclusion, both general vocabulary and mathematics-specific vocabulary contribute substantially to early numeracy skills. Rhyme detection and executive functions are also associated with numeracy skills, but with a lower magnitude. DA - 2023/// PY - 2023 DO - 10.3389/fdpys.2023.1279691 VL - 1 SN - 2813-7779 L1 - files/2103/Bleses et al. - 2023 - General and math vocabulary contributions to early numeracy skills in a large population-representat.pdf ER - TY - GEN TI - Measuring Mathematical Skills in Early Childhood: A Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners AU - Outhwaite, Laura Ann AU - Aunio, Pirjo AU - Leung, Jaimie K. Y. AU - Van Herwegen, Jo AB - Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to, i) assess children’s mathematical skills and ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0-8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 37 mathematical assessments and 22 screeners were identified. In addressing the first aim, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. In addressing the second aim, the synthesis revealed four key findings. First, the majority of the identified measurement tools have not been evaluated for all aspects of reliability and validity, and only seven measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Second, only three screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Third, although five mathematical assessments and six screeners included evaluations of predictive validity, none met the common acceptability threshold. Finally, only eight mathematical assessments and one screener were found to align with external measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research. DA - 2024/03/09/ PY - 2024 DO - 10.31234/osf.io/hk37b DP - PsyArXiv LA - en ST - Measuring Mathematical Skills in Early Childhood UR - https://osf.io/hk37b Y2 - 2024/06/27/10:54:10 L1 - files/1801/s10648-024-09950-6.pdf ER - TY - JOUR TI - An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation AU - Powell, Sarah R. AU - Driver, Melissa K. AU - Roberts, Greg AU - Fall, Anna-Mária T2 - Learning and individual differences AB - To read mathematics textbooks, answer questions on mathematics assessments, and understand educator and student communication, students must develop an understanding of the academic language of mathematics. A primary aspect of academic language is vocabulary. In this study, we focused on the mathematics-vocabulary performance of students in 3rd and 5th grade. We designed and implemented a measure of key mathematics vocabulary in the late elementary grades, and we compared performance on this measure to scores from general vocabulary and mathematics computation measures. Student performance at both grades was variable, with a 62-point range at 3rd grade and a 95-point range at 5th grade. General vocabulary and mathematics computation were significant predictors of mathematics vocabulary, but the influence of these predictors differed by mathematics-vocabulary performance levels. •A stand-alone assessment of mathematics vocabulary demonstrates strong reliability.•General vocabulary and computation predict mathematics-vocabulary scores.•Predictors of mathematics-vocabulary scores differ by quantiles. DA - 2017/// PY - 2017 DO - 10.1016/j.lindif.2017.05.011 VL - 57 SP - 22 EP - 32 PB - Elsevier Inc SN - 1041-6080 KW - Language KW - Mathematics KW - Vocabulary ER - TY - JOUR TI - Understanding the Relation between Mathematics Vocabulary and Mathematics Performance: A Meta-Analysis AU - Lin, Xin AU - Peng, Peng AU - Zeng, Jiangang T2 - The Elementary school journal AB - In this meta-analysis of 40 studies with 55 independent samples and 7,988 participants, we examined the relation between mathematics vocabulary (MV) and mathematics performance, and we investigated the mechanism underlying this relation. Our findings suggest that MV was moderately related to mathematics performance. Higher-order mathematics tasks that required multistep processes demonstrated a stronger correlation with MV than did foundational mathematics tasks, and this pattern remained stable across development. After partialling out comprehension skills, cognitive skills, or both, the correlation between MV and mathematics performance remained moderate and significant, with a trend showing a stronger relation between MV and higher-order mathematics tasks than between MV and foundational mathematics tasks. These findings suggest the role of MV is more than direct retrieved mathematics conceptual knowledge. MV might serve as a medium that could facilitate cognitive reasoning in mathematics learning. Implications of these findings for theories and practice of MV are discussed. DA - 2021/// PY - 2021 DO - 10.1086/712504 VL - 121 IS - 3 SP - 504 EP - 540 PB - University of Chicago Press SN - 0013-5984 L1 - files/1986/Lin et al. - 2021 - Understanding the Relation between Mathematics Vocabulary and Mathematics Performance A Meta-Analys.pdf KW - Mathematics KW - Vocabulary ER - TY - JOUR TI - A literature review: Mathematics vocabulary intervention for students with mathematics difficulty AU - Lariviere, Danielle O. AU - Arsenault, Tessa L. AU - Payne, S. Blair T2 - School Science and Mathematics AB - Abstract This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre-teaching, and graphic organizers. Implications are addressed for both researchers and practitioners. DA - 2024/06/24/ PY - 2024 DO - 10.1111/ssm.12684 VL - n/a IS - n/a J2 - School Science and Mathematics PB - John Wiley & Sons, Ltd SN - 0036-6803 UR - https://doi.org/10.1111/ssm.12684 Y2 - 2024/07/09/ L1 - files/1195/Lariviere et al. - 2024 - A literature review Mathematics vocabulary intervention for students with mathematics difficulty.pdf KW - math/math education KW - reform KW - special education ER - TY - JOUR TI - The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners. AU - Xu, Chang AU - Lafay, Anne AU - Douglas, Heather AU - Di Lonardo Burr, Sabrina AU - LeFevre, Jo-Anne AU - Osana, Helena P. AU - Skwarchuk, Sheri-Lynn AU - Wylie, Judith AU - Simms, Victoria AU - Maloney, Erin A. T2 - Journal of Educational Psychology DA - 2022/04// PY - 2022 DO - 10.1037/edu0000673 DP - DOI.org (Crossref) VL - 114 IS - 3 SP - 513 EP - 539 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 UR - https://doi.apa.org/doi/10.1037/edu0000673 Y2 - 2025/01/10/11:46:05 L1 - files/1625/Xu et al. - 2022 - The role of mathematical language skills in arithmetic fluency and word-problem solving for first- a.pdf ER - TY - BOOK TI - Learning and teaching early math: the learning trajectories approach AU - Clements, Douglas H. AU - Sarama, Julie T2 - Studies in mathematical thinking and learning AB - "Most everyone agrees that effective mathematics teaching involves "meeting the students where they are" and helping them build on what they know. But that is often easier said than done. In this important new book for pre and in service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help diagnose what mathematics a child knows. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as is key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice.The second edition of Learning and Teaching Early Math remains the definitive, research-based resource to help teachers understand the learning trajectories of early mathematics and become a quintessential professional. Updates to the new edition include: Explicit connections between Learning Tracjectories and the new Common Core State Standards. New coverage of patterns and patterning. A companion website featuring student support materials such as a glossary of technical terms and pedagogical activities. "-- Provided by publisher. CY - New York, N.Y DA - 2021/// PY - 2021 ET - Third edition PB - Routledge SN - 978-0-367-52197-4 KW - barn (åldersgrupper) KW - barn i lekåldern KW - Child development KW - Curriculum planning KW - Educational psychology KW - inlärning KW - kasvatuspsykologia KW - lapset (ikäryhmät) KW - leikki-ikäiset KW - läroplaner KW - matemaattinen ajattelu KW - matematiikka KW - matematik KW - matematiskt tänkande KW - Mathematics -- Study and teaching (Early childhood) KW - opetus KW - opetussuunnitelmat KW - oppiminen KW - pedagogisk psykologi KW - småbarnspedagogik KW - undervisning KW - varhaiskasvatus ER - TY - JOUR TI - Validating the early numeracy teacher rating scale for preschoolers (TRS–EN) AU - Vessonen, Terhi AU - Widlund, Anna AU - Hakkarainen, Airi AU - Aunio, Pirjo T2 - European Early Childhood Education Research Journal AB - The aim of this study was to validate a teacher rating scale (TRS-EN) for assessing early numeracy skills and for identifying mathematically low-performing 3- and 4-year-old children. Fiftysix preschool teachers assessed children’s (3-year-olds = 127; 4year-olds = 145) numerical relational, counting, and basic arithmetic skills. Construct validity evidence through confirmatory factor analysis supported both unidimensional and three-factor (i.e. numerical relational, counting and basic arithmetic skills) models. Also, TRS-EN demonstrated excellent internal consistency in both age groups. The teacher assessment scores corresponded well with standardized direct early numeracy measures, and predicted children’s early numeracy skills six months later. The results clearly demonstrate that the TRS-EN can be used to assist teachers in assessing early numeracy skills, and help with identifying mathematically low-performing children. DA - 2023/03/04/ PY - 2023 DO - 10.1080/1350293X.2022.2081350 DP - DOI.org (Crossref) VL - 31 IS - 2 SP - 205 EP - 224 J2 - European Early Childhood Education Research Journal LA - en SN - 1350-293X, 1752-1807 UR - https://www.tandfonline.com/doi/full/10.1080/1350293X.2022.2081350 Y2 - 2025/02/26/12:27:50 L1 - files/1756/Vessonen et al. - 2023 - Validating the early numeracy teacher rating scale for preschoolers (TRS–EN).pdf ER - TY - JOUR TI - Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Inte AU - Purpura, David J AU - Napoli, Amy R AU - Wehrspann, Elizabeth A. AU - Gold, Zachary S AB - The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children’s early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children’s mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children’s exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children’s general mathematical knowledge and the potential for mathematical language interventions to increase children’s overall mathematics abilities. DA - 2016/// PY - 2016 DO - 10.1080/19345747.2016.1204639 DP - Zotero LA - en L1 - files/2030/Gold - Causal Connections Between Mathematical Language and Mathematical Knowledge A Dialogic Reading Inte.pdf ER - TY - JOUR TI - Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance AU - Cummins, Jim T2 - TESOL Quarterly DA - 2000//23/ PY - 2000 DO - 10.2307/3587742 DP - DOI.org (Crossref) VL - 34 IS - 3 SP - 537 J2 - TESOL Quarterly LA - en SN - 00398322 ST - Academic Language Learning, Transformative Pedagogy, and Information Technology UR - https://www.jstor.org/stable/3587742?origin=crossref Y2 - 2025/04/14/13:34:10 L1 - files/2061/Cummins - 2000 - Academic Language Learning, Transformative Pedagogy, and Information Technology Towards a Critical.pdf ER - TY - JOUR TI - The Effects of a SFON-Based Early Numeracy Program on Multilingual Children's Early Numeracy and Oral Language Skills AU - Luomaniemi, Katri AU - Mattinen, Aino AU - McMullen, Jake AU - Sorariutta, Anne AU - Hannula-Sormunen, Minna T2 - Journal of Cognitive Education and Psychology AB - In this quasi-experimental study we examined how the Count How Many (CHM) intervention program can support multilingual children’s early numeracy and oral language skills. The program is aimed at promoting Spontaneous Focusing on Numerosity (SFON) and early numeracy skills in 3- to 5-year-old children who attend daycare. We examined the effects of the CHM intervention with existing, but unanalyzed data, of sixteen multilingual children who participated in the intervention, which consists of 6 weeks of intensive training followed by a 5month rehearsal phase. We matched two monolingual participants with each multilingual participant by age, SFON, and cardinality-related skills for each multilingual child. One of the matched children also had participated in the CHM intervention, while the other took part in an early literacy program, Let’s Read and Talk. Children’s early numeracy and oral language skills were measured at pretest, posttest, and delayed posttest. Multilingual children’s SFON tendency, cardinality skills, number sequence production abilities, and story comprehension skills developed at a similar rate as monolingual participants during the follow-up period. The results suggest that it is possible to enhance SFON tendency and cardinality-related skills in multilingual children before school age. Furthermore, the time spent supporting early numeracy skills does not take away from language learning. However, more research is needed in larger populations to determine the applicability to broader segments of national and global societies. DA - 2021/10/01/ PY - 2021 DO - 10.1891/JCEP-D-20-00006 DP - DOI.org (Crossref) VL - 20 IS - 2 SP - 138 EP - 160 J2 - J Cogn Educ Psych LA - en SN - 1945-8959, 1810-7621 UR - http://connect.springerpub.com/lookup/doi/10.1891/JCEP-D-20-00006 Y2 - 2025/04/15/19:10:48 L1 - files/2075/Luomaniemi et al. - 2021 - The Effects of a SFON-Based Early Numeracy Program on Multilingual Children's Early Numeracy and Ora.pdf ER - TY - JOUR TI - Academic literacy in mathematics for English Learners AU - Moschkovich, Judit N. T2 - The Journal of Mathematical Behavior AB - This paper uses a sociocultural conceptual framework to provide an integrated view of academic literacy in mathematics for English Learners. The proposed definition of academic literacy in mathematics includes three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse. The paper uses an analysis of a classroom discussion to illustrate how the three components of academic literacy in mathematics are intertwined, how academic literacy in mathematics is situated, and how participants engaged in academic literacy in mathematics use hybrid resources. The paper closes by describing the implications of this integrated view of academic literacy in mathematics for mathematics instruction for English Learners, arguing that it is important that the three components not be separated when designing instruction in general, and it is essential that mathematics instruction for English Learners address these three components simultaneously. DA - 2015/12// PY - 2015 DO - 10.1016/j.jmathb.2015.01.005 DP - DOI.org (Crossref) VL - 40 SP - 43 EP - 62 J2 - The Journal of Mathematical Behavior LA - en SN - 07323123 UR - https://linkinghub.elsevier.com/retrieve/pii/S0732312315000176 Y2 - 2025/04/23/08:59:58 L1 - files/2100/Moschkovich - 2015 - Academic literacy in mathematics for English Learners.pdf ER - TY - JOUR TI - Variability in Early Communicative Development AU - Fenson, Larry AU - Dale, Philip S. AU - Reznick, J. Steven AU - Bates, Elizabeth AU - Thal, Donna J. AU - Pethick, Stephen J. AU - Tomasello, Michael AU - Mervis, Carolyn B. AU - Stiles, Joan T2 - Monographs of the Society for Research in Child Development DA - 1994/// PY - 1994 DO - 10.2307/1166093 DP - DOI.org (Crossref) VL - 59 IS - 5 SP - i J2 - Monographs of the Society for Research in Child Development LA - en SN - 0037976X UR - https://www.jstor.org/stable/1166093?origin=crossref Y2 - 2025/04/23/12:16:53 L1 - files/2111/Fenson et al. - 1994 - Variability in Early Communicative Development.pdf ER - TY - JOUR TI - The Development of Reading in Children Who Speak English as a Second Language. AU - Lesaux, Nonie K. AU - Siegel, Linda S. T2 - Developmental Psychology DA - 2003/// PY - 2003 DO - 10.1037/0012-1649.39.6.1005 DP - DOI.org (Crossref) VL - 39 IS - 6 SP - 1005 EP - 1019 J2 - Developmental Psychology LA - en SN - 1939-0599, 0012-1649 UR - https://doi.apa.org/doi/10.1037/0012-1649.39.6.1005 Y2 - 2025/04/25/10:16:15 L1 - files/2131/Lesaux and Siegel - 2003 - The Development of Reading in Children Who Speak English as a Second Language..pdf ER - TY - JOUR TI - Components of Mathematical Language and Mathematical Ability in 5-Year-Old Dual Language Learners AU - Turan, Eylül AU - De Smedt, Bert T2 - Journal of Cognition and Development AB - A growing body of research suggests that children’s understanding of mathematical language is critical for their mathematical abilities. Most of this work has been restricted to single language learners (i.e., SLLs), and used dual language learners (i.e., DLLs) as an exclusion criterion, raising questions about the generalizability of these findings to DLLs. This is particularly important given the observed differences in the association between general language and mathematics for DLLs as compared to SLLs. In our study, conducted in Belgium, we therefore investigated the associations between components of mathematical language and different mathematical abilities in 75 DLLs and compared them to 75 age- and sex-matched SLLs (Mage = 4 years 8 months; 33 females in each group). Unfortunately, the two groups could not be matched on socioeconomic status (i.e., SES), and SES-levels of the parents of DLLs were significantly lower than SES-levels of SLLs. We assessed children’s quantitative and spatial language, their mathematical abilities (numerical competencies, geometry, and measurement), as well as their general vocabulary and spatial skills. All children, including DLLs, were only tested in the language of instruction (i.e., Dutch) in which DLLs exhibited varying levels of proficiency. Results revealed that DLLs obtained lower scores than SLLs in quantitative and spatial language, mathematical abilities, general vocabulary, but not in spatial skills. Associations between components of mathematical language and mathematical abilities were similar across DLLs and SLLs, except for the relation between spatial language and geometry, which was weaker in DLLs. DA - 2024/10/19/ PY - 2024 DO - 10.1080/15248372.2024.2363207 DP - DOI.org (Crossref) VL - 25 IS - 5 SP - 711 EP - 731 J2 - Journal of Cognition and Development LA - en SN - 1524-8372, 1532-7647 UR - https://www.tandfonline.com/doi/full/10.1080/15248372.2024.2363207 Y2 - 2025/05/08/11:40:59 L1 - files/2145/Turan and De Smedt - 2024 - Components of Mathematical Language and Mathematical Ability in 5-Year-Old Dual Language Learners.pdf ER - TY - JOUR TI - Quality of both parents’ cognitive guidance and quantity of early childhood education: Influences on pre‐mathematical development AU - Sorariutta, Anne AU - Silvén, Maarit T2 - British Journal of Educational Psychology AB - Background. Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children’s cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. Aims. To examine the similarity of each parent’s cognitive guidance and contribution to children’s pre-mathematical outcomes across parent gender while controlling for amount of ECEC. Sample. A longitudinal study on 66 Finnish two-parent families and their children. Methods. Both parents’ autonomy support and scaffolding behaviour were observed during play interactions with the child at 2;0. Children’s numerical and spatial skills were tested at 3;0 and 4;0. Parental reports on amount of ECEC in months were collected at 2;0, 3;0, and 4;0. Results. The two parenting constructs were conceptually similar across parent gender as demonstrated by fairly strong measurement equivalence. While mothers on average showed more scaffolding and equal amounts of autonomy support compared to fathers during play interaction, they displayed less variability in the former and more variability in the latter behaviour. The contribution of mothers’ and fathers’ cognitive guidance was more similar for children’s numerical than spatial development. Both parents’ education positively predicted autonomy support but not amount of ECEC exposure, which was positively related to numerical development. As expected, parents’ education did not predict ECEC exposure, and child gender was not related to child outcomes. Conclusions. The findings are discussed in relation to measurement invariance and gender-neutral parenting in the context of early childhood. DA - 2018/06// PY - 2018 DO - 10.1111/bjep.12217 DP - DOI.org (Crossref) VL - 88 IS - 2 SP - 192 EP - 215 J2 - Brit J of Edu Psychol LA - en SN - 0007-0998, 2044-8279 ST - Quality of both parents’ cognitive guidance and quantity of early childhood education UR - https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12217 Y2 - 2025/05/09/07:48:41 L1 - files/2151/Sorariutta and Silvén - 2018 - Quality of both parents’ cognitive guidance and quantity of early childhood education Influences on.pdf ER - TY - JOUR TI - Maternal sensitivity in responding during play and children’s pre-mathematical skills: a longitudinal study from infancy to preschool age AU - Sorariutta, Anne AU - Hannula-Sormunen, Minna M. AU - Silvén, Maarit T2 - European Journal of Developmental Psychology AB - This longitudinal study explored how mothers’ sensitivity in responding to their child’s cognitive and emotional needs in infancy and toddlerhood predicts children’s pre-mathematical skills at early preschool age. The sample consisted of 65 mother–child dyads (N = 130 individuals) videotaped during joint play at ages 1;0 and 2;0. The children’s pre-mathematical skills were tested at age 3;0. The path analyses showed that, in infancy, mothers’autonomy support and scaffolding are more strongly related than emotional support to children’s later performance on spatial and numerical tasks. The findings are discussed in relation to how maternal sensitivity in responding fosters children’s pre-mathematical development in an optimal way. DA - 2017/01/02/ PY - 2017 DO - 10.1080/17405629.2016.1140641 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 1 EP - 15 J2 - European Journal of Developmental Psychology LA - en SN - 1740-5629, 1740-5610 ST - Maternal sensitivity in responding during play and children’s pre-mathematical skills UR - https://www.tandfonline.com/doi/full/10.1080/17405629.2016.1140641 Y2 - 2025/05/09/07:49:42 L1 - files/2153/Sorariutta et al. - 2017 - Maternal sensitivity in responding during play and children’s pre-mathematical skills a longitudina.pdf ER - TY - JOUR TI - Development of a Mathematics Vocabulary Test: Evidence of validity and reliability in a multilingual context. AU - Bezuidenhout, Hanrie S. AU - Vanhala, Anssi AU - Fonseca, Kathleen AU - Henning, Elizabeth AU - Korhonen, Johan AU - Aunio, Pirjo T2 - Developmental Psychology AB - The Mathematics Vocabulary Test was developed to assess young children’s mathematics vocabulary (e.g., more, in between, few) in South Africa. Research-based measures are important so that educators can reliably follow the development of and identify those children who are at risk for mathematics learning difficulties. DA - 2025/04/21/ PY - 2025 DO - 10.1037/dev0001941 DP - DOI.org (Crossref) J2 - Developmental Psychology LA - en SN - 1939-0599, 0012-1649 ST - Development of a Mathematics Vocabulary Test UR - https://doi.apa.org/doi/10.1037/dev0001941 Y2 - 2025/05/12/09:01:36 L1 - files/2156/Bezuidenhout et al. - 2025 - Development of a Mathematics Vocabulary Test Evidence of validity and reliability in a multilingual.pdf ER - TY - JOUR TI - A Systematic Review and Meta-Analysis of Predictors of Expressive-Language Outcomes Among Late Talkers AU - Fisher Evelyn L. T2 - Journal of Speech, Language, and Hearing Research DA - 2017/10/17/ PY - 2017 DO - 10.1044/2017_JSLHR-L-16-0310 VL - 60 IS - 10 SP - 2935 EP - 2948 J2 - Journal of Speech, Language, and Hearing Research PB - American Speech-Language-Hearing Association UR - https://doi.org/10.1044/2017_JSLHR-L-16-0310 Y2 - 2025/05/12/ ER - TY - JOUR TI - Numerical development in preschool: Examining potential mediators of children’s approximate number system and mathematics achievement. AU - Scalise, Nicole R. AU - Purpura, David J. T2 - Journal of Educational Psychology AB - We found that preschoolers’ ability at the beginning of the school year to tell which of two sets of objects had more predicted their mathematics achievement at the end of the school year; however, that predictive relation was fully explained by children’s understanding of mathematical language (e.g., words like many, most, few). These results suggest that early childhood educators should include opportunities for preschoolers to practice mathematical language to support their mathematics learning. DA - 2022/07// PY - 2022 DO - 10.1037/edu0000698 DP - DOI.org (Crossref) VL - 114 IS - 5 SP - 1192 EP - 1204 J2 - Journal of Educational Psychology LA - en SN - 1939-2176, 0022-0663 ST - Numerical development in preschool UR - https://doi.apa.org/doi/10.1037/edu0000698 Y2 - 2025/05/12/09:27:52 L1 - files/2160/Scalise and Purpura - 2022 - Numerical development in preschool Examining potential mediators of children’s approximate number s.pdf ER - TY - BOOK TI - Discovering statistics using R / Andy Field, Jeremy Miles, Zoë Field. AU - Field, Andy P. AU - Field, Zoë AU - Miles, Jeremy CY - Los Angeles DA - 2012/// PY - 2012 PB - Sage SN - 978-1-4462-0045-2 KW - R-kieli KW - R-språket ER - TY - JOUR TI - Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta‐Analysis AU - Ulferts, Hannah AU - Wolf, Katrin M. AU - Anders, Yvonne T2 - Child Development AB - This meta‐analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center‐based care spanning the period between ages 3 and 16. Results of a three‐level meta‐analysis provided small overall effect sizes for both global and domain‐specific process quality, and indicated lasting associations with academic development over children’s school career (ES = .11, Cohen’s d  = .22, and ES = .10, Cohen’s d  = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. DA - 2019/09// PY - 2019 DO - 10.1111/cdev.13296 DP - DOI.org (Crossref) VL - 90 IS - 5 SP - 1474 EP - 1489 J2 - Child Development LA - en SN - 0009-3920, 1467-8624 ST - Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes UR - https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13296 Y2 - 2025/05/12/12:10:24 L1 - files/2167/Ulferts et al. - 2019 - Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes Longitudinal M.pdf ER - TY - JOUR TI - Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills AU - Kiss, Allyson J. AU - Nelson, Gena AU - Christ, Theodore J. T2 - Learning Disability Quarterly AB - Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty. DA - 2019/08// PY - 2019 DO - 10.1177/0731948718823083 DP - DOI.org (Crossref) VL - 42 IS - 3 SP - 161 EP - 174 J2 - Learning Disability Quarterly LA - en SN - 0731-9487, 2168-376X ST - Predicting Third-Grade Mathematics Achievement UR - https://journals.sagepub.com/doi/10.1177/0731948718823083 Y2 - 2025/10/20/09:55:08 L1 - files/2705/Kiss ym. - 2019 - Predicting Third-Grade Mathematics Achievement A Longitudinal Investigation of the Role of Early Nu.pdf ER - TY - JOUR TI - Mathematical vocabulary in preschool children: Effects of linguistic and socio-economic factors on the production and comprehension of quantitative and spatial words and concepts AU - Berger, Carole AU - Angonin, Sonia AU - Lafay, Anne T2 - Journal of Experimental Child Psychology AB - The objective of the present study was to explore the acquisition of mathematical vocabulary by French preschoolers. Two tasks involving quantitative and spatial vocabulary (one focused on production and the other focused on comprehension) were administered to 128 children aged 3 to 6. The children came from a monolingual vs. multilingual environment and from an advantaged vs. disadvantaged socio-economic family background. The tasks were administered in the language of instruction (French language). Our results revealed an effect of the linguistic environment: children from a multilingual environment performed worse in the production of mathematical words and concepts (and especially spatial ones) than children from a monolingual environment. Furthermore, children from disadvantaged backgrounds performed worse than children from advantaged backgrounds in the comprehension and concept production tasks. Lastly, we observed an interaction between the socio-economic environment and the linguistic factor in the comprehension task. The present results might prompt new ideas and initiatives with regard to the content of educational programs. DA - 2026/03// PY - 2026 DO - 10.1016/j.jecp.2025.106416 DP - DOI.org (Crossref) VL - 263 SP - 106416 J2 - Journal of Experimental Child Psychology LA - en SN - 00220965 ST - Mathematical vocabulary in preschool children UR - https://linkinghub.elsevier.com/retrieve/pii/S0022096525002231 Y2 - 2025/11/24/06:24:02 L1 - files/2955/Berger ym. - 2026 - Mathematical vocabulary in preschool children Effects of linguistic and socio-economic factors on t.pdf ER - TY - JOUR TI - An Analysis of Mathematics Vocabulary Included in Elementary Textbook Glossaries AU - Stevens, Elizabeth A. AU - Tuin, Mackenna Vander AU - Powell, Sarah R. AU - Lariviere, Danielle O. T2 - The Elementary School Journal AB - Teachers use mathematics textbook glossaries to select and define important terms for instruction. We do not currently have a common list of mathematics terms that students need to know at each grade level in the United States; this study fills that void. We identified three commonly used elementary mathematics curricula and coded glossaries for terms, definitions, Spanish translations, and visuals. We identified 866 unique terms students are expected to know by middle school. In this article, we present high-priority terms that appeared in all three curricula, vertically aligned terms that appeared in at least three consecutive grade levels, and recommended terms (i.e., high-priority and vertically aligned terms). We also categorized terms as technical, subtechnical, symbolic, or general. We discuss implications for publishers on ways to improve textbook glossaries, particularly for students with mathematics difficulty and emergent bilinguals, and present recommendations for teachers to consider when using textbook glossaries. DA - 2025/11/12/ PY - 2025 DO - 10.1086/737872 DP - DOI.org (Crossref) SP - 000 EP - 000 J2 - The Elementary School Journal LA - en SN - 0013-5984, 1554-8279 UR - https://www.journals.uchicago.edu/doi/10.1086/737872 Y2 - 2025/11/26/08:21:25 L1 - files/2957/Stevens ym. - 2025 - An Analysis of Mathematics Vocabulary Included in Elementary Textbook Glossaries.pdf ER - TY - JOUR TI - Effects of a mathematical language intervention on mathematical development in preschool dual language learners AU - Turan, Eylül AU - Van Den Broek, Davina AU - Peters, Elke AU - De Smedt, Bert AU - Torbeyns, Joke T2 - Learning and Instruction AB - Background: Intervention studies suggested that instruction in mathematical language enhances preschoolers’ early numerical competencies, with mixed effects. This research focused on single language learners (SLLs) and rarely included dual language learners (DLLs). Because DLLs have been found to have limited knowledge of quantitative language, we do not know whether interventions on mathematical language are equally or even more effective for DLLs. Aims: This study investigated the effectiveness of a teacher-delivered quantitative language intervention on preschoolers’ quantitative language and numerical competencies. We determined whether children’s language status (i.e., DLLs versus SLLs) influenced potential intervention effects. Sample: Participants were 154 children (aged 3- to 5-year-old). Methods: Schools were randomly assigned to a quantitative language intervention or an active control condition. Children in the intervention condition received three picture books read by their teacher with embedded quantitative language content. The active control group received similar books without quantitative language content. Classroom teachers had to read each book 3 times over 3 weeks. Children were tested before and after the intervention on quantitative language and numerical competencies. Results: The intervention had positive effects on DLLs’ quantitative language, ηp2 = .049. We observed a positive effect on some SLLs’ quantitative language, but only when children who performed at maximum on the pretest were discarded. There were no significant effects of the intervention on children’s numerical competencies. Conclusion: Findings indicate the efficacy of quantitative language interventions on mathematical language skills. More work is needed to understand how to best promote children’s and DLLs’ numerical competencies. DA - 2026/04// PY - 2026 DO - 10.1016/j.learninstruc.2025.102269 DP - DOI.org (Crossref) VL - 102 SP - 102269 J2 - Learning and Instruction LA - en SN - 09594752 UR - https://linkinghub.elsevier.com/retrieve/pii/S0959475225001938 Y2 - 2025/12/03/06:22:23 L1 - files/2960/Turan ym. - 2026 - Effects of a mathematical language intervention on mathematical development in preschool dual langua.pdf ER - TY - JOUR TI - The Effect of Parental Math Beliefs on Children’s Early Math Skills: Mediating Roles of Home Math Activities and Children’s Math Language AU - Wang, Bin AU - Zhu, Xiuying AU - Liu, Aozhong AU - Wang, Juan T2 - Early Childhood Education Journal AB - Parental beliefs about mathematics are closely linked to the development of young children’s early math skills, yet the underlying mechanisms remain insufficiently understood. This study, situated within the Chinese cultural context, examines the relationship between two dimensions of parental math beliefs—Beliefs about Child Math Learning (BCML) and Beliefs about the Parent Role in Child Math Learning (BPRML)—and preschool children’s mathematical skills. It further explores the chain-mediating roles of home math activities and children’s math language in this relationship. Participants included 180 Chinese preschoolers (M age = 62.26 months, SD = 4.36) and their parents. Data were collected through parent questionnaires and one-on-one child assessments, and analyzed using a chain mediation model. Results showed that both BCML and BPRML were significantly associated with children’s overall math skills. However, mediation analysis revealed a fully mediated pathway: once home math activities and children’s math language were included in the model, the direct associations between parental beliefs and children’s math skills became non-significant. Specifically, stronger parental beliefs were associated with more frequent engagement in home math activities, which in turn were associated with more advanced math language and higher mathematical proficiency in children. These findings suggest that the link between parental math beliefs and children’s math skills is best explained by an indirect pathway: beliefs → behavior → language → skills. Within this pathway, home math activities provide a critical context for parental involvement, while children’s math language serves as a key conduit connecting the home environment to individual cognitive development. DA - 2025/09/19/ PY - 2025 DO - 10.1007/s10643-025-01993-w DP - DOI.org (Crossref) J2 - Early Childhood Educ J LA - en SN - 1082-3301, 1573-1707 ST - The Effect of Parental Math Beliefs on Children’s Early Math Skills UR - https://link.springer.com/10.1007/s10643-025-01993-w Y2 - 2025/12/20/07:58:14 L1 - files/2970/Wang ym. - 2025 - The Effect of Parental Math Beliefs on Children’s Early Math Skills Mediating Roles of Home Math Ac.pdf ER - TY - JOUR TI - Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners AU - Foster, Matthew E. AU - Anthony, Jason L. AU - Zucker, Tricia A. AU - Branum-Martin, Lee T2 - Early Childhood Research Quarterly AB - This study with dual language learners builds on research within monolingual samples that explore important cross- domain links between mathematics and cognitive and linguistic skills. We use a series of univariate multiple regression models to examine the prediction of end-of-year kindergarten numeracy and applied problem solving from autoregressive numeracy and cognitive and linguistic abilities measured at the beginning of kindergarten (Wave 1). Participants included 270 Hispanic dual language learners. In addition to nonverbal IQ, pretest abilities were assessed at the beginning of kindergarten in English and Spanish, including numeracy, vocabulary, phonological short-term memory (STM), rapid autonomized naming, and phonological awareness. Results provided evidence of strong within language relations; however, English and Spanish Wave 1abilities were similarly predictive of English numeracy and applied problems solving at the end of kindergarten. From among Wave 1 abilities, autoregressive numeracy, nonverbal IQ, phonological STM, and vocabulary were the most consistent and strongest predictors of mathematics at the end of kindergarten. DA - 2019//31/ PY - 2019 DO - 10.1016/j.ecresq.2018.02.007 DP - DOI.org (Crossref) VL - 46 SP - 213 EP - 227 J2 - Early Childhood Research Quarterly LA - en SN - 08852006 UR - https://linkinghub.elsevier.com/retrieve/pii/S0885200617301333 Y2 - 2025/12/20/08:53:23 L1 - files/2972/Foster ym. - 2019 - Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and li.pdf ER - TY - JOUR TI - Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy: A Pilot Intervention Study AU - Jylänki, Pinja AU - Sipinen, Elina AU - Mbay, Theo AU - Sääkslahti, Arja AU - Aunio, Pirjo T2 - International Journal of Early Childhood AB - The aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers’ (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children’s early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children’s early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children’s early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5–8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children’s early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children. DA - 2023/04// PY - 2023 DO - 10.1007/s13158-022-00329-8 DP - DOI.org (Crossref) VL - 55 IS - 1 SP - 131 EP - 154 J2 - IJEC LA - en SN - 0020-7187, 1878-4658 ST - Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy UR - https://link.springer.com/10.1007/s13158-022-00329-8 Y2 - 2026/05/20/12:14:18 L1 - files/4700/Jylänki ym. - 2023 - Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers’ Early Numeracy.pdf ER - TY - GEN TI - Esiopetuksen opetussuunnitelman perusteet 2014 CY - 2014 DP - Zotero LA - fi UR - https://www.oph.fi/fi/koulutus-ja-tutkinnot/esiopetuksen-opetussuunnitelmien-perusteet L1 - files/4702/Esiopetuksen opetussuunnitelman perusteet 2014.pdf ER - TY - GEN TI - Perusopetuksen opetussuunnitelman perusteet 2014 CY - Helsinki DA - 2016/// PY - 2016 DP - K10plus ISBN LA - fi PB - Opetushallitus UR - https://www.oph.fi/sites/default/files/documents/perusopetuksen_opetussuunnitelman_perusteet_2014.pdf L1 - files/4704/2016 - Perusopetuksen opetussuunnitelman perusteet 2014.pdf ER - TY - JOUR TI - Varhaiskasvatus­suunnitelman perusteet 2022 T2 - Opetushallitus DA - 2022/// PY - 2022 DP - Zotero LA - fi UR - https://www.oph.fi/fi/tilastot-ja-julkaisut/julkaisut/varhaiskasvatussuunnitelman-perusteet-2022 L1 - files/4706/2022 - Varhaiskasvatus­suunnitelman perusteet 2022.pdf ER - TY - JOUR TI - Peabody Picture Vocabulary Test--Third Edition AU - Dunn, L.M. AU - Dunn, L.M. DA - 1997/// PY - 1997 DO - https://doi.org/10.1037/t15145-000 PB - APA PsycTests. ER - TY - BOOK TI - Boehmin peruskäsitetesti- suomalaisen laitoksen käsikirja AU - Heimo, . DA - 1993/// PY - 1993 PB - Psykologien kustannus ER - TY - ELEC TI - Toimi ja opi –harjoitusohjelma AU - Helsingin yliopisto AU - Matemaattiset oppimisvaikeudet- tutkimusryhmä T2 - https://www.helsinki.fi/fi/tutkimusryhmat/matemaattiset-oppimisvaikeudet/materiaalit/harjoitusohjelmat-ja-oppaat DA - ei pvm. PY - ei pvm. PB - Helsingin yliopisto ER - TY - CHAP TI - Matemaattisen ajattelun kielentäminen ja siihen ohjaaminen koulussa. AU - Joutsenlahti, Jorma AU - Tossavainen, T. T2 - Matematiikan opetus ja oppiminen DA - 2018/// PY - 2018 ET - 1. painos PB - Niilo Mäki Instituutti ER - TY - DATA TI - Lauran päivä: suomi toisena kielenä: kartoitusaineisto esiopetukseen AU - Opetushallitus DA - 2023/// PY - 2023 ER - TY - BOOK TI - Psychometric theory AU - Nunnally, J.C. AU - Bernstein, I.H. DA - 1994/// PY - 1994 ET - 3. painos PB - McGraw-Hill ER - TY - ELEC TI - Schachenhofer matematiikan kuvasanavarastotesti AU - Schachenhofer, Monica AU - Räsänen, Pekka T2 - https://www.lukimat.fi/matematiikka/monimat/matematiikan-sanasto/smst.htmlhttps://www.lukimat.fi/matematiikka/monimat/matematiikan-sanasto/smst.html DA - 2012/// PY - 2012 PB - Niilo Mäki Instituutti ER - TY - ELEC TI - Opiskelijat ja tutkinnot AU - Tilastokeskus T2 - https://stat.fi/julkaisu/clr7pmvhj14t20cumlxlaf626 DA - 2022/// PY - 2022 PB - Suomen virallinen tilasto ER - TY - ELEC TI - Suomen tilastollinen vuosikirja 2023 AU - Tilastokeskus T2 - https://urn.fi/URN:ISBN:978-952-244-715-9 DA - 2023/// PY - 2023 ER - TY - GEN TI - Hyvä tieteellinen käytäntö ja sen loukkausepäilyjen käsitteleminen Suomessa DA - 2023/// PY - 2023 PB - Tutkimuseettinen neuvottelukunta (TENK) UR - https://tenk.fi/sites/default/files/2023-03/HTK-ohje_2023.pdf ER -