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Young children’s recognition of quantitative relations in mathematically unspecified settings
<p id="yui_3_10_0_1_1389882673782_2390">Children have been found to be able to reason about quantitative relations, such as non- symbolic proportions, already by the age of 5 years. However, these studies utilize settings ...
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
<p>Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that ...
Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit
<h5 style="font-size: 1em; color: #000025; font-family: Verdana;">Abstract in English</h5>
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<p style="font-size: 1em;"><strong>Extended ...
Preschool spontaneous focusing on numerosity predicts rational number conceptual knowledge 6 years later
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Recent evidence suggests that early natural number knowledge is a predictor of later rational number conceptual knowledge, even though students’ difficulties with rational numbers have also been explained by ...
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge
<p>While preschool-aged children display some skills with quantitative relations, later learning of related fraction concepts is difficult for many students. We present two studies that investigate young children's ...
The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving
<p>A Word Problem Enrichment programme (WPE) has been
found to increase student word problem solving performance when facing
non-routine and application problems. However, it is unknown if the WPE has an
impact on student ...
Adaptive Number Knowledge in Secondary School Students: Profiles and Antecedents
<p>The present study aims to examine inter-individual differences in adaptive number
knowledge in secondary school students. Adaptive number knowledge is defined as a
well-connected network of ...
Distinguishing adaptive from routine expertise with rational number arithmetic
<div><p>Adaptive expertise is a valued,
but under-examined, feature of students' mathematical development (e.g.
Hatano & Oura, 2012). The present study investigates the nature of
adaptive expertise with rational ...
Maternal sensitivity in responding during play and children’s pre-mathematical skills: a longitudinal study from infancy to preschool age
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This longitudinal study explored how mothers’ sensitivity in responding to their child’s cognitive and emotional needs in infancy and toddlerhood predicts children’s pre-mathematical skills at early preschool age. The sample consisted of 65 mother-child dyads (N = 130 individuals) videotaped during joint play at ages 1;0 and 2;0. The children’s pre-mathematical skills were tested at age 3;0. The path analyses showed that, in infancy, mothers’ autonomy support and scaffolding are more strongly related than emotional support to children’s later performance on spatial and numerical tasks. The findings are discussed in relation to how maternal sensitivity in responding fosters children’s pre-mathematical development in an optimal way.</p>...
Young children’s spontaneous focusing on quantitative aspects and their verbalizations of their quantitative reasoning.
This paper presents a cross-sectional study of young children’s Spontaneous<br />Focusing on quantitative Relations (SFOR), Spontaneous Focusing on Numerosity<br />(SFON) and verbalizations of their quantitative reasoning. ...