HIGHLIGHTS
SUMMARY
It has been argued that children`s numerical development is driven by the acquisition of basic numerical skills (e_g, ). Basic numerical skills and fraction processing knowledge (i.e., multiplication tables; ), as well as skills on procedural and conceptual numerical knowledge (e_g, carry operations, or understanding of the relationship between addition and multiplication ). It comes with no surprise that the mastery of such basic numerical skills predicts not only future numerical skills and mathematical achievement in school (e_g, ), but also more general life prospects (i.e., employment rate; e_g_[12-14]). With regard to educational . . .
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