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Wilkins, C. H., Windon, C. C., Dilworth-Anderson, P., Romanoff, J., Gatsonis, C., Hanna, L., Apgar, C., Gareen, I. F., Hill, C. V., Hillner, B. E., March, A., Siegel, B. A., Whitmer, R. A., Carrillo, M. C., & Rabinovici, G. D. (2022). Racial and Ethnic Differences in Amyloid PET Positivity in Individuals with Mild Cognitive Impairment or Dementia: A Secondary Analysis of the Imaging Dementia-Evidence for Amyloid Scanning (IDEAS) Cohort Study. JAMA Neurology, 79, 1139-1147.
https://doi.org/10.1001/jamaneurol.2022.3157

has been cited by the following article:

• TITLE: Learning Process of Developing Subitising, Counting, and Reasoning Skills among Jamaican Preschool Children

  AUTHORS: Nagisa Nakawa, Yutaro Furuta

  KEYWORDS: Early Childhood Mathematics Education, Subitising, Counting, Reasoning, Jamaica, Gesture

  JOURNAL NAME: Creative Education, Vol.15 No.7, July 11, 2024

  ABSTRACT: This study investigated the developmental aspects of subitising, verbal and object counting, and reasoning skills among young Jamaican children within a guided play environment that incorporated gestures. It employed a comprehensive intervention for mathematics education, involving pre- and post-interviews with a cohort of 10 children aged 5 to 6 years. Employing a mixed-method approach, transcriptions of the children’s utterances and gestures were meticulously analysed to identify pivotal moments in their mathematical skill acquisition. The findings underscored the intricate relationship between subitising, counting, and cardinality, asserting the fundamental role of these skills in facilitating numerical development during early childhood. Notably, the study highlights the significance of gestures, particularly using fingers, for augmenting reasoning skills and nurturing a profound conceptual understanding of numerical concepts. By highlighting the symbiotic relationship between cognitive processes and physical gestures in mathematical development, the study contributes valuable insights into educational practices, emphasizing the multifaceted nature of learning in young children and advocating for the incorporation of guided play enriched with gestures in early mathematics education.