Description:

Purpose: In this project, researchers explored how differences in initial conceptual understanding affect children's learning of mathematics and science. Additionally, researchers planned to test alternative instructional strategies to improve learning that addressed these differences.

Related IES Projects: Improving Children's Pure Numerical Estimation (R305H050035), Improving Children's Numerical Understanding (R305A080013)

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

WWC Review:

Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child development, 79(4), 1016–1031. [WWC Review]

Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child development, 79(2), 375–394. [WWC Review]

Ramani, G. B., & Siegler, R. S. (2011). Reducing the gap in numerical knowledge between low-and middle-income preschoolers. Journal of applied developmental Psychology, 32(3), 146–159. [WWC Review]

Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child development, 75(2), 428–444. [WWC Review]

Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games—but not circular ones—improves low-income preschoolers' numerical understanding. Journal of educational psychology, 101(3), 545. [WWC Review]

Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Developmental science, 11(5), 655–661. [WWC Review]

Select Publications:

Book chapters

Lin, X., Siegler, R.S., and Sullivan, F.R. (2010). Students' Goals Influence Their Learning. In D.D. Preiss, and R.J. Sternberg (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development (pp. 79–104). New York: Springer.

Siegler, R.S., and Araya, R. (2005). A Computational Model of Conscious and Unconscious Strategy Discovery. In R.V. Kail (Ed.), Advances in Child Development and Behavior, Volume 33 (pp. 1–42). Oxford, UK: Elsevier.

Siegler, R.S., and Booth, J.L. (2005). Development of Numerical Estimation: A Review. In J.I.D. Campbell (Ed.), Handbook of Mathematical Cognition (pp. 197–212). Boca Raton, FL: CRC Press.

Siegler, R.S. (2006). Microgenetic Analyses of Learning. In D. Kuhn, and R.S. Siegler (Eds.), Handbook of Child Psychology: Volume 2: Cognition, Perception, and Language (6th ed., pp. 464–510). Hoboken, NJ: Wiley.

Journal articles

Booth, J.L., and Siegler, R.S. (2006). Developmental and Individual Differences in Pure Numerical Estimation. Developmental Psychology, 42(1): 189–201.

Booth, J.L., and Siegler, R.S. (2008). Numerical Magnitude Representations Influence Arithmetic Learning. Child Development, 79(4): 1016–1031.

Laski, E.V., and Siegler, R.S. (2007). Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison. Child Development, 76(6): 1723–1743.

Opfer, J.E., and Siegler, R.S. (2004). Revisiting Preschoolers' Living Things Concept: A Microgenetic Analysis of Conceptual Change in Basic Biology. Cognitive Psychology, 49(4): 301–332.

Opfer, J.E., and Siegler, R.S. (2007). Representational Change and Children's Numerical Estimation. Cognitive Psychology, 55(3): 169–195.

Ramani, G.B., and Siegler, R.S. (2008). Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge Through Playing Number Board Games. Child Development, 79(2): 375–394.

Ramani, G.B., and Siegler, R.S. (2011). Reducing the Gap in Numerical Knowledge Between Low- and Middle-Income Preschoolers. Journal of Applied Developmental Psychology, 32(3): 146–159.

Siegler, R.S. (2003). Relations Between Short-Term and Long-Term Cognitive Development. Psychological Science Agenda, 16: 8–10.

Siegler, R.S. (2004). Turning Memory Development Inside Out. Developmental Review, 24(4): 469–475.

Siegler, R.S. (2004). U-Shaped Interest in U-Shaped Development and What it Means. Journal of Cognition and Development, 5(1): 1–10.

Siegler, R.S. (2009). Improving the Numerical Understanding of Children From Low-Income Families. Child Development Perspectives, 3(2): 118–124.

Siegler, R.S., and Booth, J.L. (2004). Development of Numerical Estimation in Young Children. Child Development, 75(2): 428–444.

Siegler, R.S., and Mu, Y. (2008). Chinese Children Excel on Novel Mathematics Problems Even Before Elementary School. Psychological Science, 19(8): 759–763.

Siegler, R.S., and Opfer, J. (2003). The Development of Numerical Estimation: Evidence for Multiple Representations of Numerical Quantity. Psychological Science, 14: 237–243.

Siegler, R.S., and Ramani, G.B. (2006). Early Development of Estimation Skills. APS Observer, 19(5): 34–44.

Siegler, R.S., and Ramani, G.B. (2008). Playing Linear Numerical Board Games Promotes Low-Income Children's Numerical Development. Developmental Science, 11(5): 655–661.

Siegler, R.S., and Ramani, G.B. (2009). Playing Linear Number Board Games, but not Circular Ones, Improves Low-Income Preschoolers' Numerical Understanding. Journal of Educational Psychology, 101(3): 545–560.

Siegler, R.S., and Svetina, M. (2006). What Leads Children to Adopt New Strategies?: A Microgenetic/Cross-Sectional Study of Class Inclusion. Child Development, 77(4): 997–1015.

Siegler, R.S., Thompson, C.A., and Opfer, J. E. (2009). The Logarithmic-to-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales. Mind, Brain, and Education, 3(3): 143–150.