Browsing by Author "Burr, Sabrina Di Lonardo"

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    Children's Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten
    (WILEY, 2020) Susperreguy Jorquera, María Inés; Burr, Sabrina Di Lonardo; Xu, Chang; Douglas, Heather; LeFevre, Jo Anne
    This study investigated the longitudinal associations between children's early mathematics and their home numeracy environment (HNE). Chilean children from families who varied widely in socioeconomic status were assessed at the beginning and end of prekindergarten in 2016 (N = 419, M-age = 4:7 [years:months]), and at the end of kindergarten in 2017 (N = 368, M-age = 5:10). Children whose parents provided frequent operational numeracy activities (e.g., learning simple sums) at prekindergarten showed better arithmetic performance and growth in nonsymbolic and symbolic number comparison at the end of kindergarten. Parents' knowledge of number-related games predicted children's arithmetic skills and growth in nonsymbolic number comparison. These findings underscore the persistent relations between the HNE and the development of children's mathematical skills.
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    Development of children's number line estimation in primary school: Regional and curricular influences
    (Elsevier Science Inc., 2023) Xu, Chang; Burr, Sabrina Di Lonardo; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Osana, Helena P.; Maloney, Erin A.; Wylie, Judith; Simms, Victoria; Susperreguy Jorquera, Maria Inés; Douglas, Heather; Lafay, Anne
    Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approxi-mately one year apart, students completed a 0-1000 NLE task and other mathematical tasks. Using latent profile analysis, students' estimates were classified as belonging to either a uniform or variable profile. At Time 1, estimation accuracy differed across regions, but at Time 2, patterns of performance were similar. Regional variations in improvements were related to curricular de-mands. Moreover, mini meta-analyses of the associations between NLE and other mathematical tasks revealed medium effect sizes. Overall, the NLE task can provide insights into concurrent and longitudinal mathematics achievement, but educational experiences should be considered when comparing performance across regions.