Jaccoline Klein-van 't Noordende- PhD
- Curriculum developer at Netherlands Institute for Curriculum Development
Jaccoline Klein-van 't Noordende
- PhD
- Curriculum developer at Netherlands Institute for Curriculum Development
About
16
Publications
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402
Citations
Introduction
Current institution
Additional affiliations
December 2019 - July 2023
December 2016 - December 2019
October 2011 - October 2016
Publications
Publications (16)
This study investigated the relationship between working memory and early numeracy. It aimed to explore the possibility of training young children's working memory and to investigate the effects of such training both on working memory and on the specific domain of early numerical skills. Measures of working memory and numeracy were used with low-pe...
Introduction:
Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number line estimation tasks. The current study extends the...
A lot of research has been devoted to number line estimation in primary school. However, less is known about the early onset of number line estimation before children enter formal education. We propose that ordering strategies are building blocks of number line estimation in early childhood. In a longitudinal study, children completed a non-symboli...
The development of (early) numerical cognition builds on children’s ability to understand and manipulate quantities and numbers. However, previous research did not find conclusive evidence on the role of symbolic and non-symbolic skills in the development of (early) numerical cognition. The aim of the current study was to clarify the relation betwe...
Chez les jeunes enfants en particulier, le traitement des magnitudes numériques est influencé par les caractéristiques spatiales de ces magnitudes (par exemple, l’étendue). Progressivement, les enfants apprennent à dissocier la numérosité des informations spatiales et à comprendre que les objets représentent des quantités numériques discrètes. Dans...
This study investigated the involvement in inquiry-based working of graduates of research-intensive (academic) and practically oriented (regular) Dutch teacher education programmes. Differences between graduates from both types of programmes were assessed through a survey among 201 beginning teachers. Graduates of both programmes were involved in s...
This dissertation focused on quantity-space mapping as a building block of numerical cognition. The aim was twofold: (1) to explore the early onset and development of quantity-space mapping, and (2) to analyze the relation between quantity-space mapping and numerical cognition. Quantity-space mapping refers to the ability to associate quantities or...
Previous research suggests that block adding, subtracting and counting direction are early forms of number–space mapping. In this study, an embodiment perspective on these skills was taken. Embodiment theory assumes that cognition emerges through sensory–motor interaction with the environment. In line with this assumption, it was investigated if co...
The number line task is used to measure the ability to match number symbols to non-symbolic values or quantities. In addition to performance measures (mean percent absolute error or R-2), a number of researchers has investigated the eye-movements that children make while deciding where to place a number on the number line in order to map out their...
The present study compared eye movements and performance of a 9-year-old girl with Developmental Dyscalculia (DD) on a series of number line tasks to those of a group of typically developing (TD) children (n = 10), in order to answer the question whether eye-tracking data from number line estimation tasks can be a useful tool to discriminate betwee...
Previous research has shown that number sense skills can be improved by playing numerical games and that working memory is related to number sense as well. In this chapter, it is investigated if working memory could be trained and what the additional effect could be of a working memory training on children’s number sense skills. Two studies are rep...
