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Relevant bibliographies by topics / Numerical skills

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Academic literature on the topic 'Numerical skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Numerical skills"

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Suggate, Sebastian, Heidrun Stoeger, and Ursula Fischer. "Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers." Perceptual and Motor Skills 124, no. 6 (2017): 1085–106. http://dx.doi.org/10.1177/0031512517727405.

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Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

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DELAZER, MARGARETE, LUISA GIRELLI, CARLO SEMENZA, and GIANFRANCO DENES. "Numerical skills and aphasia." Journal of the International Neuropsychological Society 5, no. 3 (1999): 213–21. http://dx.doi.org/10.1017/s1355617799533043.

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The aim of this study was to investigate numerical difficulties in 50 patients with left hemispheric lesions. Aphasic patients were grouped according to their type of aphasia diagnosed by the Aachener Aphasia Test. The overall error rate in various transcoding and calculation tasks was clearly correlated with the severity of the language deficit, global aphasics being the most impaired patients. Broca's and Wernicke's aphasics scored similarly at the quantitative level, and amnesic aphasics were less impaired. Interestingly, qualitative analysis of the errors indicated that each group presented with specific difficulties, partially reflecting the nature of the language problems. In simple calculation, multiplication was found to be the most impaired operation, in particular in Broca's aphasics. This result supports the hypothesis that the retrieval of multiplication facts is preferentially mediated by verbal processing. Calculation procedures were mainly impaired in Wernicke's and global aphasics. (JINS, 1999, 5, 213–221.)

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Apter, A. J., J. Cheng, D. Small, et al. "Numerical Skills and Asthma Outcomes." Journal of Allergy and Clinical Immunology 119, no. 1 (2007): S150. http://dx.doi.org/10.1016/j.jaci.2006.11.525.

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Raudenbush, Stephen W., Marc Hernandez, Susan Goldin-Meadow, et al. "Longitudinally adaptive assessment and instruction increase numerical skills of preschool children." Proceedings of the National Academy of Sciences 117, no. 45 (2020): 27945–53. http://dx.doi.org/10.1073/pnas.2002883117.

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Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.

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Vo, Vy A., Rosa Li, Nate Kornell, Alexandre Pouget, and Jessica F. Cantlon. "Young Children Bet on Their Numerical Skills." Psychological Science 25, no. 9 (2014): 1712–21. http://dx.doi.org/10.1177/0956797614538458.

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Cappelletti, Marinella, Rebecca Chamberlain, Elliot D. Freeman, et al. "Commonalities for Numerical and Continuous Quantity Skills at Temporo-parietal Junction." Journal of Cognitive Neuroscience 26, no. 5 (2014): 986–99. http://dx.doi.org/10.1162/jocn_a_00546.

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How do our abilities to process number and other continuous quantities such as time and space relate to each other? Recent evidence suggests that these abilities share common magnitude processing and neural resources, although other findings also highlight the role of dimension-specific processes. To further characterize the relation between number, time, and space, we first examined them in a population with a developmental numerical dysfunction (developmental dyscalculia) and then assessed the extent to which these abilities correlated both behaviorally and anatomically in numerically normal participants. We found that (1) participants with dyscalculia showed preserved continuous quantity processing and (2) in numerically normal adults, numerical and continuous quantity abilities were at least partially dissociated both behaviorally and anatomically. Specifically, gray matter volume correlated with both measures of numerical and continuous quantity processing in the right TPJ; in contrast, individual differences in number proficiency were associated with gray matter volume in number-specific cortical regions in the right parietal lobe. Together, our new converging evidence of selective numerical impairment and of number-specific brain areas at least partially distinct from common magnitude areas suggests that the human brain is equipped with different ways of quantifying the outside world.

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Fischer, Ursula, Sebastian P. Suggate, Judith Schmirl, and Heidrun Stoeger. "Counting on fine motor skills: links between preschool finger dexterity and numerical skills." Developmental Science 21, no. 4 (2017): e12623. http://dx.doi.org/10.1111/desc.12623.

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Micheyl, Christophe, Lionel Collet, Michel Zorman, and Monique Jacquier-Roux. "Verbal Skills in Numerical Problem Solving by Children." Perceptual and Motor Skills 79, no. 1 (1994): 93–94. http://dx.doi.org/10.2466/pms.1994.79.1.93.

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The relationships between verbal and mathematical performances were examined in 60 children (26 girls and 34 boys, mean age = 9.1 yr, SD = 0.3) for scores on standard school tests. Scores for numerical problem solving appeared to correlate mainly with verbal performances such as text comprehension ( r = 0.65, p < .05) and knowledge of vocabulary ( r = 0.61, p < .05) among linguistic performances. Such results suggest that the dichotomy between verbal and numerical cognitive abilities, commonly involved in pedagogical approaches, is an ambiguous notion for the analysis of problem-solving performance.

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Peters, Ellen, and Alan Castel. "Numerical representation, math skills, memory, and decision-making." Behavioral and Brain Sciences 32, no. 3-4 (2009): 347–48. http://dx.doi.org/10.1017/s0140525x09990847.

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AbstractThe consideration of deliberate versus automatic processing of numeric representations is important to math education, memory for numbers, and decision-making. In this commentary, we address the possible roles for numeric representations in such higher-level cognitive processes. Current evidence is consistent with important roles for both automatic and deliberative processing of the representations.

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Vinogradova, Natalya. "Extreme Numbers and Estimation Skills." Mathematics Teacher 107, no. 3 (2013): 195–99. http://dx.doi.org/10.5951/mathteacher.107.3.0195.

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Dissertations / Theses on the topic "Numerical skills"

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Batchelor, Sophie. "Dispositional factors affecting children's early numerical development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17474.

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Children show large individual differences in numerical skills, even before they begin formal education. These early differences have significant and long-lasting effects, with numerical knowledge before school predicting mathematical achievement throughout the primary and secondary school years. Currently, little is known about the dispositional factors influencing children's numerical development. Why do some children engage with and succeed in mathematics from an early age, whilst others avoid mathematics and struggle to acquire even basic symbolic number skills? This thesis examines the role of two dispositional factors: First, spontaneous focusing on numerosity (SFON), a recently developed construct which refers to an individual's tendency to focus on the numerical aspects of their environment; and second, mathematics anxiety (MA), a phenomenon long recognised by educators and researchers but one which is relatively unexplored in young children. These factors are found to have independent effects on children's numerical skills, thus the empirical work is presented in two separate parts. The SFON studies start by addressing methodological issues. It is shown that the current measures used to assess children's SFON vary in their psychometric properties and subsequently a new and reliable picture-based task is introduced. Next, the studies turn to theoretical questions, investigating the causes, consequences and mechanisms of SFON. The findings give rise to three main conclusions. First, children's SFON shows little influence from parental SFON and home numeracy factors. Second, high SFON children show a symbolic number advantage. Third, the relationship between SFON and arithmetic can be explained, in part, by individual differences in children's ability to map between nonsymbolic and symbolic representations of number. The MA studies focus primarily on gender issues. The results reveal no significant differences between boys' and girls' overall levels of MA; however, there are gender differences in the correlates of MA. Specifically, boys' (but not girls') MA is related to parents' MA. Moreover, the relationship between MA and mathematical outcomes is stronger for boys than it is for girls. Possible causal explanations for these gender differences are explored in two ways: First, by examining the reliability of the scales used to assess MA in boys and girls. Second, by investigating the relationship between girls' (and boys') mathematics anxiety and their societal math-gender stereotypes. The findings from both sets of studies draw a link between children's emerging dispositions towards mathematics and their early numerical skills. Future research needs to examine how these dispositional factors interact with other (cognitive and non-cognitive) predictors of mathematics achievement.

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Leacock, Alan Gordon. "Numerical simulation of anisotropic plasticity in stretch formed aluminium alloys." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369949.

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Vasconi, Matteo. "Sensitivity of forecast skill to the parameterisation of moist convection in the COSMO model." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14566/.

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The parameterisation of convection in limited-area models is an important source of uncertainty as regards the spatio-temporal forecast of precipitation. The development and implementation of ensemble systems in which different convection schemes are used provides an opportunity to upgrade state-of-the-art probabilistic systems at the convection-parameterised scale. As for the limited-area model COSMO, the sensitivity of the forecast skill to the use of different convection schemes is assessed by performing different sets of experiments. For one case of heavy precipitation over Italy, the performance of COSMO model run with the Bechtold scheme or with the Tiedtke scheme is investigated in both deterministic and ensemble modes with particular attention to the types of forecast errors (e.g. location, timing, intensity) provided by the different convection schemes in terms of total precipitation. In addition to this, a 10-member ensemble has been run for approximately 2 months with the Bechtold scheme, using the same initial and boundary conditions as members 1-10 of the operational COSMO-LEPS ensemble system (which has 20 members, all run with the Tiedtke scheme). The performance of these members is assessed and compared to that of the system made of members 1-10 of COSMO-LEPS; in particular the spread/skill relation of the two 10-member ensembles in terms of total precipitation is evaluated. Finally, the performance of an experimental 20-member ensemble system (which has 10 members run with the Bechtold plus 10 members run with the Tiedtke scheme) is compared to that of operational COSMO-LEPS over the 2-month period. The new system turned out to have higher skill in terms of precipitation forecast with respect to COSMO-LEPS over the period. In this approach the use of the Bechtold scheme is proposed as a perturbation for the COSMO-LEPS ensemble, relatively to how uncertainties in the model representation of the cumulus convection can be described and quantified.

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Tsener, Inna. "Numerical methods for analyzing nonstationary dynamic economic models and their applications." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/50216.

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Olver, Ashley. "Investigating Early Spatial and Numerical Skills in Junior Kindergarten Children Learning in an Inquiry-and Play-based Environment." Thesis, 2013. http://hdl.handle.net/1807/42637.

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In the current study, three possible interpretations of children’s number line estimation (NLE) performance were examined for appropriateness and possible correlates of performance were tracked over time in a classroom exemplifying recommended mathematics pedagogy for young children. In December and May, 21 4-year-olds completed the NLE task (0-10 range) and measures of numerical knowledge, spatial skills, and visual-motor integration. With high-quality teaching, children made large gains in these skills (d = 0.96-1.28). Due to uniformly high achievement, few expected correlations were observed, however. A strategy account of NLE performance was supported over the traditional logarithmic-to-linear shift account and the newly proposed proportion-judgement account. Patterns of error in estimation provide a better indication of understanding of the linear number line than models of best fit. Indeed, interpreting linearity of NLE as indicative of an underlying representation of number could lead to inappropriate conceptualizations of math learning disabilities and misguided interventions.

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Yen, Chi-ju, and 顏祺儒. "The Development of Basic Skills for Numerical Concept with Play-oriented Performance Assessment for 5-year-old Children." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/91029059807110932311.

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碩士<br>國立臺北教育大學<br>教育行政碩士在職進修專班<br>97<br>The purposes of this study aimed to develop a play-oriented performance assessment which was combined the theory of young children’s play with performance assessment to test the basic skills of numerical concept for 5-year-old children. This study is used to stimulate the children’s interest in math and could increase the children’s basic numerical concept. The play-oriented performance assessment on their basic skills of numerical concept could provide guidelines for kindergarten teachers and researchers on early childhood education. The numerical concept for the play-oriented performance assessment is constructed into four dimensions: numerical representational competence, oral counting (without objects) and counting (cardinal) numbers, numerical relationships, and applied arithmetic. A stratified random sample of 50 5-years-old children was drawn from a public kindergarten in one of the county’s in Taiwan. After which, the collected data was analyzed by number correct ratio, item discrimination, internal-consistency reliability, curves of reliability, scorer reliability, content validity, face validity, and option characteristic curve analyses. The results showed that the basic skills for numerical concept in this play-oriented performance assessment qualified for the criterions of a superior test inventory. The reliability, validity and discrimination of these play-oriented performance assessments were appropriate and useful for measuring the basic skills of numerical concept for 5-year-old children. It also indicates that the theoretically based play-oriented performance assessment of developing the basic skills for numerical concept based on the young children’s play is practicable.

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Pelcová, Karolina. "Vliv hraní hry Abaku na početní dovednosti žáků a jejich porozumění matematickým operacím." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-367586.

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This thesis focuses on the Abaku game. Abaku is a game with numbers similar to Scrabble. The aim of the thesis was to find out whether there is a relation between playing the Abaku game and pupils' numerical skills and their understanding of mathematical operations. 843 pupils (401 players and 442 non-players) from 10 schools were tested in total. Data were collected through questionnaires and 2 tests. The questionnaire surveyed the popularity of and success in mathematics and whether the pupil was a player. In such a case, the questionnaire looked at how often a player plays and how many years he has been playing. The first test focused on the relation between playing Abaku and numerical skills and the second between Abaku playing and understanding of additive and multiplicative operations. The statistical survey was used to verify the validity of the established hypotheses. I filled the data into Excel and Minitab, where I used analytical tools. I searched for the relation between being a player, the liking of mathematics, the success in mathematics, the number of test points earned, the test completion speed, the playing frequency and the number of years played. Most of the results are sorted by grades. The research did not show any significant influence of playing Abaku on the numerical...

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Mesquita, Sandra Manuela Pinto. "Conhecimento matemático: um estudo com alunos do 1.º ciclo do ensino básico." Master's thesis, 2017. http://hdl.handle.net/1822/49282.

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Dissertação de mestrado integrado em Psicologia<br>O conhecimento do sistema numérico, as operações aritméticas e a resolução de problemas são três áreas fundamentais do conhecimento matemático, cujos objectivos gerais e específicos estão actualmente consagrados, no sistema de ensino Português, no Programa e Metas Curriculares de Matemática do Ensino Básico. No sentido de se avaliar a congruência do conhecimento matemático dos alunos no 1.º Ciclo do Ensino Básico com as metas curriculares, 999 participantes responderam a uma Prova de Conhecimentos de Matemática (Lopes e Bueno, 2014). Os resultados mostraram que: (i) todos os participantes responderam, em média, a mais de metade dos itens que deveriam ser capazes de realizar de acordo com as metas curriculares; (ii) as áreas em que existe maior desfasamento entre as respostas dos participantes e aquilo que deveriam ser capazes de realizar, de acordo com as metas curriculares, são as operações aritméticas (no 1.º e 2.º anos) e a resolução de problemas (3.º e 4.º anos); e (iii) no geral, não foram encontradas diferenças entre os sexos no conhecimento matemático, em qualquer ano de escolaridade.<br>The knowledge of the numerical system, the arithmetic operations and the problem-solving skills are three fundamental areas of mathematical knowledge whose general and specific objectives are currently enshrined in the Program and Curriculum Goals of Mathematics Abilities. The present study aimed to evaluate congruence of the mathematical knowledge of 1 st through 4th grade students with the curriculum goals. Nine hundred and ninety-nine participants answered to the Mathematics Knowledge Test (Lopes e Bueno, 2014). The results show that: (i) in average, all participants answered to more than half of the items they were expected to answer according to the curricular goals; (ii) the areas where there is a larger gap between the participants’ answers and what they should be able to perform according to the curricular goals, are the arithmetic operations (in first and second graders) and problemsolving skills (in third and fourth graders); and (iii) generically, no performance differences were found between sexes.

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Chang, Yi-Wu, and 張邑戊. "An E-Learning System for C Class Computer Numerical Control Milling Skill-Test." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85305571770819756571.

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碩士<br>國立高雄應用科技大學<br>機械與精密工程研究所<br>97<br>The development of E-Learning system has been great attention in various industrialized countries. This situation is also very similar in Taiwan. The global change of study environment incorporated with the diversification of learning platform has impacted various similar products. Furthermore, more and more maturing E-Learning system has also facilitated students to gradually accept it. Many skill-test teaching materials has started to adopt E-Learning method to assist student’s study and application at present. However, it seems that none of these applications focused on E-Learning of C Class Computer Numerical Control Milling skill-test and Operation. This research utilized Visual Basic 6.0 to develop the learning user-interfaces and Combine this laboratory to develop VRCNC so as to teach students to improve their study and enhance their understanding on the skills of CNC operation. The research result of this study is expected in the future to facilitate classroom teaching, and to offer students strengthening learning effectiveness through after-class exercise to compensate the inadequacy of traditional classroom learning.

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Yang, Fan, and 楊梵. "Numerical study on dynamic behavior of a moored floating body with flexible skirts." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/09349396284687594103.

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碩士<br>國立臺灣海洋大學<br>河海工程學系<br>99<br>A numerical model was developed through usage of dual boundary element method to investigate the responses of a two-dimensional floating structure with flexible skirts.Theoretical conception is on basis of potential theory with linear external forces,and the equation of motion of the flexible skirts is taken to be that of a beam of uniform flexural rigidity and mass per unit length subjected to a constant axial force,and motion of skirts are assumed to be small and linear .the dynamic behavior of the flexible skirts is described through an appropriate Green function. Numerical results are presented which illustrate the agreement between flexible skirts and rigid skirts results was reasonable,and illustrate the motion of the floating body effect caused flexible skirts,and the motions of skirts is the most dramatic movement with Young’s modulus and skirts length varies.

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Books on the topic "Numerical skills"

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Sharon, Harrison, and Rousham Laurie, eds. First skills in numeracy. Cambridge University Press, 1998.

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IQ and aptitude tests: Assess your verbal, numerical and spatial reasoning skills. Kogan Page Ltd, 2011.

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Rylands, Judy. Upgrade catering: A pack to improve communication, numerical and IT skills for NVQ. Adult Literacy and Basic Skills Unit, 1993.

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IQ and aptitude tests: Assess your verbal your verbal, numerical, and spatial reasoning skills. KoganPage, 2012.

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How to pass numerical reasoning tests: A step-by-step guide to learning basic numeracy skills. Kogan Page Limited, 2006.

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How to pass numerical reasoning tests: A step-by-step guide to learning key numeracy skills. 2nd ed. Kogan Page Limited, 2011.

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McDowell, Jennifer J. The effect of calculators on the numerical problem-solving skills and attitudes of primary students towards mathematics. Brock University, Faculty of Education, 2000.

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Kennedy, Jae. A Profile of adults needing assistance with activities of daily living, 1991-1992. U.S. Dept. of Education, Office of Special Education and Rehabilitative Services, 1997.

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Kennedy, Jae. A profile of adults needing assistance with activities of daily living, 1991-1992. U.S. Dept. of Education, Office of Special Education and Rehabilitative Services, National Institute on Disability and Rehabilitation Research, 1997.

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Kennedy, Jae. A profile of adults needing assistance with activities of daily living, 1991-1992. U.S. Dept. of Education, Office of Special Education and Rehabilitative Services, 1997.

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Book chapters on the topic "Numerical skills"

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Slusser, Emily. "Counting and Basic Numerical Skills." In International Handbook of Mathematical Learning Difficulties. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_31.

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Biro, Dora, and Tetsuro Matsuzawa. "Chimpanzee Numerical Competence: Cardinal and Ordinal Skills." In Primate Origins of Human Cognition and Behavior. Springer Japan, 2008. http://dx.doi.org/10.1007/978-4-431-09423-4_10.

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Cipora, Krzysztof, Philipp A. Schroeder, and Hans-Christoph Nuerk. "On the Multitude of Mathematics Skills: Spatial-Numerical Associations and Geometry Skill?" In Visualizing Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98767-5_18.

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Brannon, Elizabeth M. "Numerical Skill in Animals." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_970.

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Walter, Matthias. "Numerical analysis." In Multi-Project Management with a Multi-Skilled Workforce. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-08036-5_7.

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Akeh, Ugbah Paul, Steve Woolnough, and Olumide A. Olaniyan. "ECMWF Subseasonal to Seasonal Precipitation Forecast for Use as a Climate Adaptation Tool Over Nigeria." In African Handbook of Climate Change Adaptation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_97.

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AbstractFarmers in most parts of Africa and Asia still practice subsistence farming which relies minly on seasonal rainfall for Agricultural production. A timely and accurate prediction of the rainfall onset, cessation, expected rainfall amount, and its intra-seasonal variability is very likely to reduce losses and risk of extreme weather as well as maximize agricultural output to ensure food security.Based on this, a study was carried out to evaluate the performance of the European Centre for Medium-range Weather Forecast (ECMWF) numerical Weather Prediction Model and its Subseasonal to Seasonal (S2S) precipitation forecast to ascertain its usefulness as a climate change adaptation tool over Nigeria. Observed daily and monthly CHIRPS reanalysis precipitation amount and the ECMWF subseasonal weekly precipitation forecast data for the period 1995–2015 was used. The forecast and observed precipitation were analyzed from May to September while El Nino and La Nina years were identified using the Oceanic Nino Index. Skill of the forecast was determined from standard metrics: Bias, Root Mean Square Error (RMSE), and Anomaly Correlation Coefficient (ACC).The Bias, RMSE, and ACC scores reveal that the ECMWF model is capable of predicting precipitation over Southern Nigeria, with the best skill at one week lead time and poorest skills at lead time of 4 weeks. Results also show that the model is more reliable during El Nino years than La-Nina. However, some improvement in the model by ECMWF can give better results and make this tool a more dependable tool for disaster risk preparedness, reduction and prevention of possible damages and losses from extreme rainfall during the wet season, thus enhancing climate change adaptation.

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Hannah, Charles G., and Daniel G. Wright. "Depth dependent analytical and numerical solutions for wind-driven flow in the coastal ocean." In Quantitative Skill Assessment for Coastal Ocean Models. American Geophysical Union, 1995. http://dx.doi.org/10.1029/ce047p0125.

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Kleemans, Tijs, Eliane Segers, and Ludo Verhoeven. "Towards a Theoretical Framework on Individual Differences in Numerical Abilities: Role of Home Numeracy Experiences." In Early Childhood Mathematics Skill Development in the Home Environment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43974-7_5.

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Lyons, Ian M., and Daniel Ansari. "Foundations of Children's Numerical and Mathematical Skills." In Advances in Child Development and Behavior. Elsevier, 2015. http://dx.doi.org/10.1016/bs.acdb.2014.11.003.

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Gilmore, Camilla, and Lucy Cragg. "The Role of Executive Function Skills in the Development of Children’s Mathematical Competencies." In Heterogeneity of Function in Numerical Cognition. Elsevier, 2018. http://dx.doi.org/10.1016/b978-0-12-811529-9.00014-5.

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Conference papers on the topic "Numerical skills"

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Geva, Mor, Ankit Gupta, and Jonathan Berant. "Injecting Numerical Reasoning Skills into Language Models." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.89.

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Caligaris, Marta, Georgina Rodríguez, and Lorena Laugero. "TEACHING NUMERICAL ANALYSIS BASED ON MATHEMATICAL SKILLS DEVELOPMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1457.

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Caligaris, Marta, and Georgina Rodríguez. "ASSESSING SOFT SKILLS IN A NUMERICAL ANALYSIS COURSE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0380.

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Savić, Miloš, Mirjana Ivanović, Zoran Budimac, and Miloš Radovanović. "Do students’ programming skills depend on programming language?" In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2015 (ICNAAM 2015). Author(s), 2016. http://dx.doi.org/10.1063/1.4952025.

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Caligaris, Marta Graciela, Georgina Beatriz Rodríguez, and Lorena Fernanda Laugero. "EVOLUTION OF MATHEMATICAL SKILLS IN STUDENTS OF NUMERICAL ANALYSIS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1671.

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Thacker, Ian. "Numerical estimation skills, epistemic cognition and climate change: mathematical skills and dispositions that can support science learning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-166.

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Caligaris, Marta, Georgina Rodríguez, Adriana Favieri, and Lorena Laugero. "DEVELOPMENT OF MATHEMATICAL SKILLS DURING NUMERICAL RESOLUTION OF INITIAL VALUE PROBLEMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1919.

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Ho, Hui-Ru, Bengisu Cagiltay, Nathan Thomas White, Edward M. Hubbard, and Bilge Mutlu. "RoboMath: Designing a Learning Companion Robot to Support Children’s Numerical Skills." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3460709.

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Bahri, Susila, and Budi Rudianto. "Constructive Learning to Increase the Integration of Students’ Knowledge and Skills in the Numerical Methods Subject." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.004.

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Soto Munoz, Jonathan Giovanni, Jesus Andres Sandoval Bringas, Israel Duran Encinas, Brenda Cecilia Lara Rubio, and Miguel Parra Garcia. "Development of a Video Game to Support the Strengthening of Pre-Numerical Skills and the Numerical Relationship to Quantities with Children with Autism Spectrum Disorder." In 2020 3rd International Conference of Inclusive Technology and Education (CONTIE). IEEE, 2020. http://dx.doi.org/10.1109/contie51334.2020.00011.

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Reports on the topic "Numerical skills"

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Kirwan, A. D. Numerical Modeling Study of the Gulf of Mexico Basin: Skill Assessment. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada327750.

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Lipphardt, B. L., and Jr. Numerical Modeling Study of the Gulf of Mexico Basin: Skill Assessment. Defense Technical Information Center, 1996. http://dx.doi.org/10.21236/ada316026.

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Kantha, Lakshmi. The Role of Ocean Color Data and Primary Productivity Models in Assessing the Skill of Numerical Circulation Models. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada630294.

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