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Creators/Authors contains: "McNeil, N.M."

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  1. ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T.; Moss, D. (Ed.)
    Students with mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000), the association between students’ mature number sense and other important outcomes is not well specified. For example, how does students’ mature number sense relate to their grade-level mathematics achievement? We analyzed 153 upper elementary school students’ scores on measures of mature number sense, fraction and decimal knowledge, multiplication fluency, and grade-level mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students’ grade-level mathematics achievement. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; ; (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J.; Strayer, J.; & Drown, S. (Ed.)
    Students exhibiting mature number sense make sense of numbers and operations, use reasoning to notice patterns, and flexibly select the most effective and efficient problem-solving strategies (McIntosh et al., 1997; Reys et al., 1999; Yang, 2005). Despite being highlighted in national standards and policy documents (CCSS, 2010; NCTM, 2000, 2014), students’ mature number sense and its nomological network are not yet well specified. For example, how does students’ mature number sense relate to their knowledge of fractions and their grade-level mathematics achievement? We analyzed 129 middle school students’ scores on measures of mature number sense, fraction and decimal computation, and grade-level mathematics achievement. We found mature number sense to be measurably distinct from their fraction and decimal knowledge and uniquely associated with students’ grade-level mathematics achievement. 
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    Accepted Manuscript Full Text Available