This research aimed to examine the effect of the "Matific" platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys' and girls' academic performance after using the "Matific" platform during mathematics learning. An experimental…

We present results from a meta-analysis of 37 experimental and quasi-experimental studies of summer programs in mathematics for children in Grades pre-K-12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs that included mathematics activities experienced significantly…

In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-of-class mathematics activities and parent involvement in such activities. The answers of the teachers to the questions on the interview form were recorded via a voice…

"Pre-K Mathematics" is a supplemental mathematics program focusing on a range of mathematical concepts to help develop children's informal mathematical knowledge. The "Pre-K Mathematics" program includes teacher-led, small-group mathematics activities that are engaging and hands-on, as well as caregiver-child activities that…

This study investigates the pattern finding skills of pre-school children and the in-class pattern activities conducted by teachers. The research was designed as a descriptive survey study carried out with a total of 162 children aged 60-77 months from families with middle socio-economic status. The findings of the study revealed that the…

This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical…

This article describes how a teacher in Mexico City worked with two researchers on an instructional design project to help kindergartners become proficient in participating in whole-class mathematical conversations.

Classroom conversations about mathematics--math talk--between early care and education providers and young children have been associated with growth in mathematical thinking. However, professional development opportunities to learn about math teaching and learning are limited in many community-based child development centers. New approaches that…

The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have…

Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

Early math skills are the strongest predictors of later math achievement in school. This two-wave study addressed three research questions about the role of families in fostering these skills in preschool-aged children. First, how do families talk about math at home? Second, how do these conversations vary across families with different…