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'…

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…

Estimating and accounting for statistical uncertainty have become essential in today's information age, and crucial for cultivating a sound decision making citizenry. Engaging with statistical uncertainty early on can support the gradual development of uncertainty-related considerations that are often challenging to foster at any age. Statistical…

The Precipitating Change Project was a 5-year development, implementation, and research study of an innovative 4-week middle school curricular unit in computational weather forecasting that integrates students' learning and use of meteorology and computational thinking (CT) concepts and practices. The project produced a list of CT skills and…

Southern Cross University (SCU) educators and local teachers have developed a five-lesson instructional sequence built around fluke identification as a way of resolving the question: How fast do humpback whales travel up the east coast of Australia?

It is not yet understood how children acquire the meaning of numerical symbols and most existing research has focused on the role of approximate non-symbolic representations of number in this process (see Piazza, ("Trends in Cognitive" 14(12):542-551, 2010). However, numerical symbols necessitate an understanding of both order and…

Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of…

This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early…

This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P-12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the…

Children differ in how much they spontaneously pay attention to quantitative aspects of their natural environment. We studied how this spontaneous tendency to focus on numerosity (SFON) is related to subitizing-based enumeration and verbal and object counting skills. In this exploratory study, children were tested individually at the age of 4-5…

Evidence is offered that children with specific language impairment often have serial memory difficulties. Research on the difficulties such children have in rote counting and in learning nursery rhymes is reviewed. Implications of current research for assessment and intervention in mathematics and rhymes are discussed. (DB)

Studies of young children's sequence of development from counting to the beginnings of formal arithmetic are reviewed. Four essential basic skills are identified: use of counting words, enumeration, the cardinality rule, and quantitative comparison. The contribution of counting to the development of arithmetical proficiency is stressed. (JDD)

Magnitude is assumed to be represented along a holistic mental number line in adults. However, the authors recently observed a unit-decade compatibility effect for 2-digit numbers that is inconsistent with this "holisticness" assumption (H.-C. Nuerk, U. Weger, & K. Willmes, 2001). This study used the compatibility effect to examine whether the…

The paper details teaching methods that have proved successful in teaching money management skills to secondary special education students (e.g., use of real money, organization of money before counting, transitions when counting different bill denominations, instruction in various bill combinations, sequence of introducing coin combinations, and…

This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…