Drew H. Bailey

TL;DR: Both the MLD and LA groups showed slow across-grade growth in mathematics achievement, and group differences in growth were mediated by deficits or delays in fluency of number processing, the ability to retrieve basic facts from long-term memory and to decompose numbers to aid in problem solving.

TL;DR: It is argued that skill-building interventions should target “trifecta” skills—ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention.

TL;DR: The authors examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders, and found that the relation was much stronger for symbolic numbers.

TL;DR: A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

TL;DR: This article examined the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding, concluding that accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.