We tested a specific theoretical assumption of a learning trajectories (LTs) approach to curriculum and teaching in the domain of early length measurement. Participating kindergartners (n = 189) were assigned to one of three conditions: LT, reverse-order (REV), or business-as-usual (BAU). LT and REV students received one-on-one instruction using…

Background: While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives: The study explored the effectiveness of two AI education approaches in advancing kindergarteners'…

The objective of the study was to characterise how pre-service kindergarten teachers used a Hypothetical Learning Trajectory on length and its measurement to notice children's mathematical thinking. A total of 64 pre-service kindergarten teachers enrolled in an Early Years Education mathematics teaching course were asked to notice teaching…

Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the…

We discuss the importance of bringing teaching to the forefront of instructional design. We do so by describing the process of developing an instructional sequence for early number, using design research. The instructional sequence was developed with the specific aim of supporting teaching, conceived as a complex and demanding job, not reducible…

Background: Learning trajectories (LTs) in early mathematics curriculum and teaching have received increasing attention (Baroody et al., 2019; Clements, 2007; Clements & Sarama, 2021; Maloney et al., 2014; Sarama & Clements, 2009). For example, LTs were a core construct in the National Research Council (2009) report on early mathematics…

How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict…

Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ''sequences and regularities'', it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression.…