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dc.contributor.authorMcMullen, Jake
dc.contributor.authorKanerva, Kaisa
dc.contributor.authorLehtinen, Erno
dc.contributor.authorHannula-Sormunen, Minna M.
dc.contributor.authorKiuru, Noona
dc.date.accessioned2020-01-20T11:58:54Z
dc.date.available2020-01-20T11:58:54Z
dc.date.issued2019
dc.identifier.citationMcMullen, J., Kanerva, K., Lehtinen, E., Hannula-Sormunen, M. M., & Kiuru, N. (2019). Adaptive Number Knowledge in Secondary School Students : Profiles and Antecedents. <i>Journal of Numerical Cognition</i>, <i>5</i>(3), 283-300. <a href="https://doi.org/10.5964/jnc.v5i3.201" target="_blank">https://doi.org/10.5964/jnc.v5i3.201</a>
dc.identifier.otherCONVID_34069876
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67398
dc.description.abstractThe present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherPsychOpen
dc.relation.ispartofseriesJournal of Numerical Cognition
dc.rightsCC BY 4.0
dc.subject.otheradaptive number knowledge
dc.subject.otherarithmetic development
dc.subject.otherindividual differences
dc.subject.otherlatent profile analysis
dc.subject.otheradaptive expertise
dc.titleAdaptive Number Knowledge in Secondary School Students : Profiles and Antecedents
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001201339
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange283-300
dc.relation.issn2363-8761
dc.relation.numberinseries3
dc.relation.volume5
dc.type.versionpublishedVersion
dc.rights.copyright© The Authors, 2019
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber266851
dc.subject.ysonumeerinen lukutaito
dc.subject.ysomatemaattiset taidot
dc.subject.ysoyläkoululaiset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p31070
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p38262
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.5964/jnc.v5i3.201
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThe study was funded by Academy of Finland grant 266851 awarded to the last author. This study was also funded by Academy of Finland Grant 311080 awarded to the first author


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CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0