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1.
Per Frostad 《Educational Studies in Mathematics》1999,40(2):129-153
Research shows that deaf children have inferior achievement in simple arithmetic compared to their hearing agemates. The reported study investigates whether the reasons for deaf children's poor achievement can be sought in their strategy development. As this is a central issue, the strategies used by deaf children when solving symbolic addition and subtraction problems are identified, classified and compared to findings from earlier research, involving both deaf and hearing children. The effect of Sign Language in strategy invention and use is the main concern in this study. One result from the present study is that structural aspects of Sign Language counting may influence deaf children's thinking in a way that does not lead to a developed conceptual knowledge base, but instead to refined procedural competence. This is a development in simple arithmetic that is compatible with that of less able hearing children. The counting procedures used by the deaf children involve both oral counting and Sign Language counting. Due to the small sample size, and the shortcomings of the research design, the results are more suggestive than conclusive. Thus, further studies are needed in this area.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
2.
故事教学对幼儿的成长具有重要的价值和意义,主要表现在促进幼儿语言能力和观点采择能力的发展等方面。在故事教学过程中,幼儿教师可以创设多种游戏形式,同时采用音画同构、生活化语言、多形式阅读等策略,促进幼儿语言与身心健康发展。 相似文献
3.
We examined to what extent children’s development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children’s math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children’s math development is needed. 相似文献
4.
Mary Anne Zeitler Hannibal Ren Vasiliev Qiuyun Lin 《Early Childhood Education Journal》2002,30(2):81-86
Teaching young children basic concepts of geography such as location, place, human–environment interaction, movement, and region is a great challenge. This article advocates literature-based instruction as a way of promoting geographic awareness in early childhood classrooms. Examples of children's picture books are given to show what early childhood teachers can do to make the five geographic concepts more concrete and understandable to young children via picture books. 相似文献
5.
Children's counting strategies reflect how much they understand the place-value structure of numbers. In Study 1, a novel task, namely the strategic counting task, elicited strategies from kindergarteners and first graders that showed a trend of increasing place-value knowledge – from perceiving number as an undivided entity to seeing it as a collection of independent groups of powers of ten. In Study 2, first-graders' strategic counting task scores at the end of fall semester were better predictors of year-end mathematical achievement than the traditional place-value tasks. In Study 3, a five-item subset of strategic counting was the best among 15 various cognitive predictors of end of second-grade mathematical achievement. Growth curve modeling revealed that low-mathematics achievers at the end of second grade had been lagging behind their peers in strategic counting since early first grade. Implications for early support for children with difficulties in place-value knowledge are discussed. 相似文献
6.
Olga Peralta Analía Salsa María del Rosario Maita Florencia Mareovich 《Early Years: An International Journal of Research and Development》2013,33(3):266-274
Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors’ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed. 相似文献
7.
In this study we investigated the relative contribution of two main components often used in the instruction of arithmetic word problem solving to first-grade children and children with learning problems, external representation with manipulatives and formal mathematical representation with number sentences. Four computer aided treatments were developed along these dimensions. Furthermore, an assessment control group was formed.It was shown that performance improved significantly after treatment in comparison to the performance of the assessment control group. Comparison of the different training conditions showed that a number sentence treatment was the most effective training component. However, this effect was only present with the relatively high competent children and not with the relatively low performing children. 相似文献
8.
The development of working memory in normally achieving and subtypes of learning disabled children 总被引：13，自引：1，他引：13
Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information. 相似文献
9.
Joke Torbeyns Lieven Verschaffel Pol Ghesquière 《European Journal of Psychology of Education - EJPE》2002,17(3):275-291
In this study we investigated the variability, frequency, efficiency, and adaptiveness of young children’s strategy use in the domain of simple addition by means of the choice/no-choice method. Seventy-seven beginning second-graders, divided in 3 groups according to general mathematical ability, solved a series of 25 simple additions in 3 different conditions. In the first condition, children could choose whatever strategy they wanted to solve each problem. In the second and third condition, the same children had to solve all problems with one particular strategy, respectively adding up to 10 and retrieval. The results demonstrate that second-graders as a whole choose adaptively between retrieval, decomposition, and counting strategies when solving simple additions, and that they use these strategies neither equally frequently nor equally efficiently. Furthermore, our results indicate that children with different mathematical ability use generally the same strategies to solve these problems, but differ in the frequency, accuracy and adaptiveness with which they apply these strategies. Finally, this study documents the value of the choice/no-choice method to assess the adaptiveness of young children’s strategy use in the domain of early arithmetic. 相似文献
10.
Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process. 相似文献
11.
Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds. 相似文献
12.
Sandra Lennox 《Early Childhood Education Journal》2013,41(5):381-389
Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions. 相似文献
13.
早教机构教师家长指导能力是教师专业能力的重要组成部分。对28所早教机构中162名教师的家长指导能力进行调查发现,早教机构教师的家长指导观较为科学,但婴幼儿教养观存在较明显的问题;能采用集体指导、个别指导、延伸指导等方式开展家长指导工作,但对家长指导的内容把握不完整,等等。早教机构及教师要致力于提高家长对婴幼儿的早期教养能力,以促进婴幼儿的身心健康和谐发展。 相似文献
14.
15.
张侨平 《课程.教材.教法》2021,41(1):105-109,137
普及教育推行以来,处理课堂中学生的学习差异一直是一个世界性的课题。在数学科,按照数学问题或习题的难度进行分层教学是一贯的做法,期望不同能力的学生逐阶而上。然而,激发学生的数学思考,提供不同学生更多的学习机会,是处理差异化教学的关键。在面对混合能力的大班教学中,运用数学开放问题,结合平行练习任务进行分层教学或是一条有效的处理学生数学学习差异的途径。 相似文献
16.
Fact retrieval deficits in low achieving children and children with mathematical learning disability
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or nonverbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests. 相似文献
17.
Jenifer S. Thornton Courtney L. Crim Jacqueline Hawkins 《Journal of Early Childhood Teacher Education》2013,34(2):150-161
Mathematics is a natural part of daily life for young children as they explore and investigate the world around them. To build on these experiences, and to begin establishing a mathematical foundation, early childhood educators must not only be knowledgeable about mathematical concepts, they must also be aware of the most developmentally appropriate ways in which to teach these concepts to young children. After participation in an ongoing professional development program, specifically targeting teachers of prekindergarten children in public school, Preschool Programs for Children with Disabilities (PPCD), Head Start, and child care settings, teachers reported positive changes in math practices. Specifically, teachers reported a stronger alignment to national mathematics standards and increased awareness pertaining to developmentally appropriate mathematics practices as they apply to early childhood classrooms. Teachers reported a shift towards more hands-on activities and a shift away from the use of worksheets in their prekindergarten classrooms. Implications from this study suggest that ongoing professional development that is designed to meet the specific needs of early childhood educators can have a positive impact on reported mathematics content knowledge and instructional practices. 相似文献
18.
Tracy Pelkowski Keith Trahan Dana M. Winters Cindy Tananis Mallary I. Swartz 《Journal of Early Childhood Teacher Education》2013,34(2):96-119
ABSTRACTStudies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners’ development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics. 相似文献
19.
The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students. 相似文献
20.
Marta Giménez-Dasí Marta Fernández-Sánchez Laura Quintanilla 《Early education and development》2013,24(8):1128-1144
Research Findings: The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children’s social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components. 相似文献