S19

EarlyMathSkills174

.5

Early numerical and non-numerical abilities and their relation with mathematical education

1: Wei Wei, Zhejiang University, China 2: Sara Caviola, University of Leeds

3: Tali Leibovich-Raveh, University of Haifa

4: Krzysztof Cipora, University of Tuebingen, Tuebingen,

S20

MathematicalDisco urse29.1

Mathematical discourse – The symbols we use to communicate mathematical ideas

1: Sarah Powell, University of Texas

2: Heather Douglas, Carleton University 3: Erica Zippert, Vanderbilt University

4: Discussant: M. Gail Headley, University of Delaware

S21

MathLearning53.1

From the math lab to the math class: can we improve math learning by targeting specific cognitive mechanisms?

1: Flávia H. Santos, University College Dublin 2: Ipek Saralar, University of Nottingham

3: Ann Dowker, Oxford University, England

4: Dror Dotan, Tel Aviv University, Israel

S22

EarlyMathSkills193.6

Early Mathematical Screening Tools: Bridging the Research- Practice Gap

1: Marcie Penner, King’s University College at Western University 2: Brianna Devlin, University of Delaware

3: Stephanie Bugden, University of Pennsylvania

4: Rebecca Merkley, Carleton University

S23

MathLearning156.6

Unpacking Manipulatives: Recommendations for the Mathematics Classroom

Chair: Helena Osana, Concordia University 1: Anne Lafay, Concordia University

2: Andrea M. Donovan, University of Wisconsin—Madison 3: Emmanuelle Adrien, Concordia University

Discussant: Martha W. Alibali, University of Wisconsin—Madison

S24

MathAndLanguage16 4.3

Cognitive Underpinnings of Mathematics versus Reading Skills: Similarities and Differences

1: Tuire Koponen, University of Jyväskylä, Finland 2: Xiujie Yang, Chinese University of Hong Kong 3: Xiao Zhang, The University of Hong Kong

Discussants: Kiran Vanbinst & Lien Peters

1:40 – 2:45 Symposia session 9

S25

MathLearning154.5

What I Can Bring to my Math Classroom: Putting Numeracy Research to Work

Chair: Helena Osana, Concordia University

1: Martha W. Alibali, University of Wisconsin—Madison 2: Sarah Powell, University of Texas at Austin

3: Nancy C. Jordan, University of Delaware 4: Tracy Solomon, Hospital for Sick Children

S26

EarlyMathAssessment 232.1

A variety of early grade mathematics assessments and their uses in South Africa

1: Hanrie Bezuidenhout & Elizabeth Henning, University of Johannesburg, South Africa

2: Ingrid Mostert, University of Johannesburg, South Africa

3: Lara Ragpot, Trinity Western University & Caroline Fitzpatrick, Université Sainte-Anne

4: Ingrid Mostert, University of Johannesburg, South Africa

S27

MathAndLanguage15 1.2

Linguistic influences on early numerical development

1: Mojtaba Soltanlou, University of Tuebingen, Tuebingen

2: Krzysztof Cipora, University of Tuebingen, Tuebingen, Germany 3: Jacob Paul, Utrecht University, Utrecht, Netherlands

4: Victoria Simms, Ulster University, Northern Ireland

5: Thomas Gallagher-Mitchell, Liverpool Hope University

3:10 – 4:15 Symposia session 10

S28

MathAndTechnolog y79.1

Is touch screen technology a double-edged sword in mathematics education?

1: Joanne Lee, Developmental Psychology, Department of Psychology Wilfrid Laurier University

2: Adam K. Dubé, Learning Sciences, McGill University

3: Marjorie W. Schaeffer, Department of Psychology, University of Chicago

Discussant: Erin Maloney, School of Psychology, University of Ottawa

S29

EarlyMathSkills43. 2

Early symbolic numerical skills: theoretical and educational implications.

1: Francesco Sella, University of Sheffield, UK

2: Rose M. Schneider, University of California, San Diego, USA 3: Camilla Gilmore, Loughborough University, UK

4: Silke M. Göbel, University of York, UK

S30

MathLearning75.3

Understanding the Factors Affecting Mathematics Development and Supporting Children Through Home and School Interventions Chair: Sheri-Lynn Skwarchuk, University of Winnipeg, Canada

1: Maureen Vandermaas-Peeler, Elon University,

2: Sarah Melo, Faculty of Education, University of Manitoba

3: Prentice Starkey, WestEd, San Francisco, California

4: Jalisha Braxton, University of Chicago, Chicago, Illinois, USA

P4

Tuesday June 18th – 11:50 – 1:30

105

The Contributions Of Cognitive, Numeracy, And Motivational Factors For Middle Childhood Math Performance

Allison Liu

106

Individual And Developmental Differences In The Neurocognitive Integration Of Number Notations And Their Relation To Math Competence

(P)

Darren Yeo

107

Reverse Distance Effects Do Not Exist

Eli Zaleznik

108

Learning Under Pressure: Impacts Of Stereotype Threat Vs. Incentives On Conceptual Math Learning

Emily Lyons

109

Symbols Are Special: An Fmri Adaptation Study Of Symbolic, Nonsymbolic And Non-Numerical Magnitude Processing In The Human Brain

H Moriah Sokolowski

110

Mathematics Anxiety, Achievement, And Teacher Influences In A Developing Nation

Elayne Teska

111

Impact Of Association, Interference, And Priming On Math Story Problems

Jill Turner

112

Math Anxiety Changes In Response To Math Learning, Task, And Difficulty

Kelly Trezise

113

Do School Psychologists Believe They Know Enough Mathematics?

Kelsey Gould

114

The Role Of The Base-10 System In Processing Magnitudes Using The Number Line Estimation Task

(P)

Kelsey J. Mackay

115

The Effect Of Formal Math Instruction On Research Findings: A Cross-Educational Study

(P)

Kiran Vanbinst

116

Number Accuracy And Arithmetic In Two Children With Mathematics Learning Disabilities After A Computerized Number Line Intervention

Laetitia Marcon

117

Inducing A Mathematical Formula Buffers Against Overgeneralization

Lauren N. Sprague

118

Gender Differences In Math And Spatial Anxiety And Self- Concept In Early Elementary School

Lindsey Hildebrand

119

Bias Towards Fraction Components And Math Achievement In Low-Income College Students

Linsah Coulanges

120

How Chilean Children’s And Parents’ Beliefs About Who Does Math Influence Math Learning

M. Francisca Del Rio

121

Fingers Dexterity Predicts Early Math Skills Development: Insight From 3D Human Motion Analyses

Maëlle Neveu

122

Parent And Child Spontaneous Focus On Number And Mathematical Talk During Play Activities

(P)

Mary Depascale

123

Flexible Attention To Numerical And Spatial Magnitudes In Early Childhood

Mary Fuhs

124

Neural Correlates For The Outcome Of Spaced Versus Massed Learning In Arithmetic

Mengyi Li

125

Exploring Differences In Domain-Specific And Domain-General Abilities Between Mathematicians And Non-Mathematicians.

(P)

Michaela A. Meier

126

Abacus Training Decreases The Prevalence Of Developmental Dyscalculia In China

Yujie Lu

127

One, Two, Three, What? Investigating The Distance Effect In Sequential Number Processing: A P300 Study

(P)

Nathaniel Shannon

128

The Relation Between Math-Talk And Math-Gestures For Parent- Child Dyads

Raychel Gordon

129

Fingers Come In Handy: Does Finger Use Support Learning A Pseudo-Number-Word Sequence?

(P)

Roberta Barrocas

130

Measuring Preschool Children’s Affective Attitudes Towards Mathematics

Xiao Zhang

131

Effects Of A Non-Symbolic Fraction Intervention On Proportional Reasoning

(P)

Roberto A. Abreu-Mendoza

132

Sex Differences In Early Executive Function Components Vary By Measurement Type

Sammy Ahmed

133

Measuring The Quality Of Parent-Child Interactions And The Relation To Preschool-Aged Children’s Math Skills

Shirley Duong

134

Linguistic Influences On Number Line Estimation: Digit Identity And Inversion Effects

Sophie Savelkouls

135

Word-Problem Solving In English Language Learners

Stephanie Hadden

136

Rules Of Order: Evidence For A Fundamental Bias When Processing The Ordinality Of Numbers

Sylvia Gattas

137

Enhancing Multi-Digit Number Knowledge Through Number Board Games

Winnie Wai Lan Chan

138

Assessing Math Performance Errors In Young Girls: Considering Age, Race And Self-Efficacy When Designing Math Interventions

Yvette Harris

139

Intelligence Mediates The Relationship Between Exact Arithmetic And Verbal Working Memory

Zhang Tingyan