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Showing 1 to 15 of 17 results Save | Export
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Esther S. Levenson; Ruthi Barkai; Anas Mahamid; Sigal Levy – Educational Studies in Mathematics, 2024
This study examines the solutions of 34 kindergarten children as they create equal groups from n bottle caps, where n was equal to 8, 9, 22, and 23. For each n, children were asked to find as many different solutions as possible. The number of solutions they found, i.e., children's fluency, as well as the strategies used to create equal groups,…
Descriptors: Elementary School Mathematics, Kindergarten, Creativity, Mathematical Concepts
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Elena Castro Rodríguez; María D. Torres González; Marina Maniega Fernández – European Early Childhood Education Research Journal, 2024
This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response,…
Descriptors: Preschool Teachers, Problem Solving, Mathematics Instruction, Instructional Materials
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Hwang, Young S.; Vrongistinos, Konstantinos; Kim, Jemma; Min, Amy E. – International Society for Technology, Education, and Science, 2021
This study invested 24 effective and 16 ineffective problem-solving kindergarten children's awareness of metacognitive self-regulated learning (MSRL) while watching other child's problem-solving behaviors. The model in a video performed a task with a trial-and-error approach and finally asked for help. After watching the video, children were asked…
Descriptors: Kindergarten, Metacognition, Problem Solving, Learning Strategies
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Traci Kutaka; Pavel Chernyavskiy; Carson Keeter; Julie Sarama; Douglas Clements – Society for Research on Educational Effectiveness, 2021
Background: Data on children's ability to answer assessment questions correctly paints an incomplete portrait of what they know and can do mathematically; yet, it remains a common basis for program evaluation. Indeed, pre-post-assessment correctness is necessary but insufficient evidence for making inferences about learning and program…
Descriptors: Kindergarten, Learning Trajectories, Learning Strategies, Thinking Skills
T. S. Kutaka; P. Chernyavskiy; J. Sarama; D. H. Clements – Grantee Submission, 2023
Investigators often rely on the proportion of correct responses in an assessment when describing the impact of early mathematics interventions on child outcomes. Here, we propose a shift in focus to the relative sophistication of problem-solving strategies and offer methodological guidance to researchers interested in working with strategies. We…
Descriptors: Learning Trajectories, Problem Solving, Mathematics Instruction, Early Intervention
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Marcruz, Ong Yew Lee; Carrie, Ho Ka Lee; Manabu, Kawata; Mayumi, Takahashi; Kumpei, Mizuno – International Journal of Early Years Education, 2022
It has become increasingly clear that the early use of decomposition for addition is associated with later mathematical achievement. This study examined how younger children execute a base-10 decomposition strategy to solve complex arithmetic (e.g. two-digit addition). 24 addition problems in two modalities (WA: Written Arithmetic; OA: Oral…
Descriptors: Cross Cultural Studies, Arithmetic, Foreign Countries, Correlation
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Pavel Chernyavskiy; Traci S. Kutaka; Carson Keeter; Julie Sarama; Douglas Clements – Grantee Submission, 2024
When researchers code behavior that is undetectable or falls outside of the validated ordinal scale, the resultant outcomes often suffer from informative missingness. Incorrect analysis of such data can lead to biased arguments around efficacy and effectiveness in the context of experimental and intervention research. Here, we detail a new…
Descriptors: Bayesian Statistics, Mathematics Instruction, Learning Trajectories, Item Response Theory
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Li, Li; Zhou, Xin; Gao, Xuliang; Tu, Dongbo – ZDM: The International Journal on Mathematics Education, 2020
In this study we investigated the development of 245 kindergarteners' mathematics problem solving (MPS) at two time points within 7 months using a cognitive diagnostic test, which measured three cognitive components (mathematical knowledge and skills, semantic understanding, and quantitative reasoning) with eleven cognitive attributes. The effects…
Descriptors: Kindergarten, Mathematics Instruction, Problem Solving, Mathematics Skills
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Lin, Xunyi; Yang, Weipeng; Wu, Lizhen; Zhu, Lifen; Wu, Duanping; Li, Hui – Early Education and Development, 2021
Research Findings: The present study investigated the effects of a 12-week inquiry-based science and engineering (IBSE) program on preschoolers' science and engineering learning experiences. The treatment versus control condition was randomly assigned to four preschool classes, which included 122 preschoolers (M = 61.10 month, SD = 3.73).…
Descriptors: Active Learning, Inquiry, Science Education, Engineering Education
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Zhang, Heyi; Whitebread, David – Instructional Science: An International Journal of the Learning Sciences, 2019
This study examined whether kindergarten children's psychological needs satisfaction would mediate the relationships between parental scaffolding and children's use of self-regulated learning (SRL) strategic behaviours. One hundred and thirty Chinese kindergarten children and their parents participated in the study. Parental scaffolding and…
Descriptors: Foreign Countries, Psychological Needs, Problem Solving, Self Determination
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Laski, Elida V.; Schiffman, Joanna; Vasilyeva, Marina; Ermakova, Anna – AERA Open, 2016
This study investigated income group differences in kindergartners' and first graders' (N = 161) arithmetic by examining the link between accuracy and strategy use on simple and complex addition problems. Low-income children were substantially less accurate than high-income children, in terms of both percentage of correctly solved problems and the…
Descriptors: Kindergarten, Grade 1, Arithmetic, Accuracy
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Khoo, Kay Yong – Educational Technology & Society, 2016
This paper comprises discussion on the research findings of this study into how apps can be used in the classroom to collaboratively promote construction of mathematical knowledge in children in ways that fundamentally transform the instructional environment. The study results identify how children enact viewing skills through digital texts to…
Descriptors: Mathematics Education, Cooperative Learning, Computer Oriented Programs, Visual Literacy
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Skoumpourdi, Chrysanthi – European Early Childhood Education Research Journal, 2010
The aim of this paper is to investigate the role that auxiliary means (manipulatives such as cubes and representations such as number line) play for kindergartners in working out mathematical tasks. Our assumption was that manipulatives such as cubes would be used by kindergartners easily and successfully whereas the number line would be used by…
Descriptors: Mathematics Instruction, Problem Solving, Arithmetic, Learning Strategies
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Liljedahl, Peter, Ed.; Nicol, Cynthia, Ed.; Oesterie, Susan, Ed.; Allan, Darien, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine…
Descriptors: Foreign Countries, Mathematics Education, Educational Psychology, Educational Research
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Bjorklund, David F.; Hubertz, Martha J.; Reubens, Andrea C. – International Journal of Behavioral Development, 2004
We examined the relationship between parents' behaviour and children's use of simple arithmetic strategies while playing a board game in contrast to solving arithmetic problems. In a microgenetic study spanning 3 weeks, 5-year-old children who were just beginning kindergarten played a modified game of "Chutes and Ladders" with one of…
Descriptors: Sociocultural Patterns, Mathematics Education, Games, Social Environment
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