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Longitudinal Pathways of Numerical Abilities in Preschool: Cognitive and Environmental Correlates and Relation to Primary School Mathematics Achievement
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Bakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Developmental Psychology, 2023
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…
Descriptors: Longitudinal Studies, Mathematics Instruction, Mathematics Achievement, Preschool Education
Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School
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Hannula-Sormunen, Minna M.; Lehtinen, Erno; Räsänen, Pekka – Mathematical Thinking and Learning: An International Journal, 2015
This seven-year longitudinal study examined how children's spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on…
Descriptors: Preschool Children, Arithmetic, Mathematics Skills, Foreign Countries
The Chinese Number Naming System and Its Impact on the Arithmetic Performance of Pre-Schoolers in Hong Kong
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Ng, Sharon Sui Ngan – Mathematics Education Research Journal, 2012
Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school…
Descriptors: Foreign Countries, Preschool Children, Number Systems, Arithmetic
Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement
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de Bilde, Jerissa; Boonen, Tinneke; Speybroeck, Sara; De Fraine, Bieke; Van Damme, Jan; Goos, Mieke – Elementary School Journal, 2015
Experiential education is a child-centered educational framework that is popular in Flemish kindergartens. In this study, the impact of five experiential practices (autonomy support, stimulation, emotional support, time for choice activities, and interest-based activities) and the moderating influence of initial achievement (language and…
Descriptors: Experiential Learning, Kindergarten, Foreign Countries, Personal Autonomy
Finnish Pre-Service Teachers' and Upper Secondary Students' Understanding of Division and Reasoning Strategies Used
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Kaasila, Raimo; Pehkonen, Erkki; Hellinen, Anu – Educational Studies in Mathematics, 2010
In this paper, we focus on Finnish pre-service elementary teachers' (N = 269) and upper secondary students' (N = 1,434) understanding of division. In the questionnaire, we used the following non-standard division problem: "We know that 498:6 = 83. How could you conclude from this relationship (without using long-division algorithm) what 491:6…
Descriptors: Preschool Teachers, Elementary School Teachers, Foreign Countries, Questionnaires
SES, Ethnic, and Gender Differences in Young Children's Informal Addition and Subtraction: A Clinical Interview Investigation
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Ginsburg, Herbert P.; Pappas, Sandra – Journal of Applied Developmental Psychology, 2004
The main goal of this study was to examine possible socioeconomic status (SES) differences in 4- and 5-year-old children's informal mathematical knowledge. One hundred and two children, 32 from lower, 39 from middle, and 31 from upper SES families participated in the study. Each participant was given a clinical interview involving several addition…
Descriptors: Socioeconomic Status, Preschool Children, Arithmetic, Mathematics Skills