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Young Children's Notations for Representing Ordinal Position and Quantity: A Longitudinal Study of Cross-Task and Within-Task Qualitative Variations
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Chronoula Voutsina; Debbie Stott – Educational Studies in Mathematics, 2025
To support children's transition to school mathematics, it is important to maintain sensitivity to notations that children produce in the domain of number and support connections between their informal number knowledge and written symbols. This paper presents an exploratory longitudinal study of the notations that 3-5-year-old children produced…
Descriptors: Preschool Children, Numbers, Coding, Child Behavior
Understanding Individual Differences in Computational Thinking Development of Primary School Students: A Three-Wave Longitudinal Study
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Shuhan Zhang; Gary K. W. Wong – Journal of Computer Assisted Learning, 2024
Background: Computational thinking (CT) has emerged as a critical component of 21st-century skills, and increasing effort was seen in exploring the development of CT skills in K-12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying…
Descriptors: Individual Differences, Computation, Thinking Skills, Elementary School Students