共查询到20条相似文献，搜索用时 15 毫秒
1.
Mohan Chinnappan Ambigapathy Pandian 《Educational Research for Policy and Practice》2009,8(3):197-209
Two developments have contributed to the convergence of views about the benefits of real-life and inquiry-based pedagogies in mathematics learning. First, the mathematics teaching community is increasingly focused on the learning of mathematics that involves the transfer of prior knowledge to novel problem-solving situations, a key element in recent characterizations of the notion of Numeracy. Second, research about human cognition in domain-specific learning suggests that problem-solving activity provides better contexts in which to observe the construction of creative connections of disparate information. The question is how can we examine the above cognitive processes, as these are played out in Numeracy contexts? (Tan, Educ Res Policy Pract 6:101–114, 2007) identified dialogue and inquiry as important themes of the psychology that girds problem-based learning. In this report, we take up Tan’s suggestion that research needs to make learner’s cognition more visible by immersing a cohort of Malaysian and Australian students in arithmetic word problems. Students were required to explain and justify their solutions. The frameworks of dialogue representation and schema guided our analyses that focused on students’ readings, explanations, representations and reflections about a given set of problem contexts. Results showed that both the groups experienced difficulty in representing far-transfer numeracy problems. However, Australian children tended to develop longer and more varied explanations in comparison to their Malaysian counterparts. Potential implications for classroom practices, policy-making and future research directions are explored. 相似文献
2.
Edna O. Schack Molly H. Fisher Jonathan N. Thomas Sara Eisenhardt Janet Tassell Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied. 相似文献
3.
A negative correlation between mathematics performance and mathematics anxiety (MA) has been identified in students of varying ages. However, little is known as to whether this correlation diminishes when environmental factors are incorporated as moderator variables.Specifically, the effect of home numeracy activities (HNA) and parental MA on students’ performance-MA relationship has received little attention. Furthermore, there have been no studies that consider HNA frequency as reported by the children themselves. A sample of 311 Chilean second graders and their parents participated in the present study. We examined whether HNA frequency moderates the performance-MA relationship and whether this moderation is in turn moderated by parent MA. Results showed that the frequency of HNA strengthened or diminished the negative correlation between performance and MA as a function of parent MA. In the case of parents with low MA, regardless of HNA frequency, child mathematics performance was negatively associated with child MA. However, in the case of math-anxious parents that interacted frequently with their children, there was no association between child MA and math achievement. More broadly, the present study suggests that mathematics-related family dynamics and parents’ emotions are key to understanding the relationship between performance and MA in early development. 相似文献
4.
This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success. 相似文献
5.
6.
Che Kan Leong 《Annals of dyslexia》1999,49(1):195-220
The goal of this study was to predict children’s spelling from their performance on pseudohomophone choice and rhyme matching
tasks. A total of 222 nine- to twelve-year-old children in grades 4, 5, and 6 participated. The children were given, individually,
a computerized pseudohomophone choice task with 30 item pairs in two conditions, and a computerized rhyme matching task with
68 word pairs in four conditions. Accuracy and speed of processing were assessed. Three memory tasks, a Spoonerism task, a
general ability test, and a written spelling test were also administered. Analyses of variance and multiple regression analyses
showed that both accurate and rapid choice of pseudohomophones sounding like real words and rhyme matching contributed substantially
to variations in spelling. Orthographic knowledge played a role in spelling as shown by the contribution of word pairs that
rhymed but were orthographically dissimilar. Phonological coding as tested by pseudohomophone choice was also important. 相似文献
7.
Pirjo Aunio Carol Aubrey Ray Godfrey Yuejuan Pan Yan Liu 《International Journal of Early Years Education》2008,16(3):203-221
This research investigated the similarities and differences between countries in young children’s early numeracy skills related to age, culture, and gender. The participants were five‐year‐old children from Beijing (People’s Republic of China), England, and Finland. The rationale for the cross‐cultural comparison originates from research results with older children showing that Asian children outperform children from America or Europe, and from the lack of such information concerning younger children. The results showed that in all locations older children performed better than the younger children. Cultural differences were found: young children from Beijing outperformed those from England and Finland in overall early numeracy performance, as well as in sub‐tests for understanding of quantities and relations (i.e. relational skills), and counting skills. Finnish children had better scores than English children in the whole early numeracy scale and in the relational scale. The results are discussed in relation to culture, instruction in preschools, and learning support at home, as well as the effects of language characteristics. The culture’s appreciation of and approach to mathematics learning in early childhood is a plausible explanation for the cross‐cultural differences found in this study. 相似文献
8.
Deleuze’s children 总被引：1，自引：0，他引：1
Anna Catherine Hickey-Moody 《Educational Philosophy and Theory》2013,45(3):272-286
Children, the image of the child, and the gendered figures of the girl and the boy are thematics that run through the work of Deleuze and feature prominently in his joint writing with Guattari. However, there are many different children in Deleuze’s writings. Various child figures do distinct things in Deleuze’s work. In this article, I argue that his work on children can be utilized to rethink popular, teleological notions of childhood and ‘growing up’. 相似文献
9.
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy. 相似文献
10.
Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events. 相似文献
11.
Andrew J. Holliman Ian R. Mundy Lesly Wade-Woolley Clare Wood Chelsea Bird 《教育心理学》2017,37(10):1222-1241
Prosodic awareness (the rhythmic patterning of speech) accounts for unique variance in reading development. However, studies have thus far focused on early readers and utilised literacy measures which fail to distinguish between monosyllabic and multisyllabic words. The current study investigated the factors that are specifically associated with multisyllabic word reading in a sample of 50 children aged between 7 and 8 years. Prosodic awareness was the strongest predictor of multisyllabic word reading accuracy, after controlling for phoneme awareness, morphological awareness, vocabulary and short-term memory. Children also made surprisingly few phonemic errors while, in contrast, errors of stress assignment were commonplace. Prosodic awareness was also the strongest predictor of stress placement errors, although this finding was not significant. Prosodic skills may play an increasingly important role in literacy performance as children encounter more complex reading materials. Once phoneme-level skills are mastered, prosodic awareness is arguably the strongest predictor of single word reading. 相似文献
12.
《International Journal of Educational Research》1998,29(3):187-204
A total of 83 mothers and 74 fathers worked with their respective 4-year-old sons or daughters on four problem-solving tasks. Observers evaluated the interaction between parent and child with a 49-item teaching strategy Q-sort (TSQ). As measures of field dependence–independence (FDI), the Rod-and-Frame Test (RFT) and the Embedded Figures Test (EFT) were administered when the children were 4, 7, 11, and 14 years of age, thus permitting an examination of concurrent and long-term effects (up to 10 years). Distinctive differences in parental teaching strategies were observed contingent on the child’s FDI status. Parents of FI children granted them autonomy in the task and assisted with its cognitive aspects. A positive emotional ambience characterized the teaching situation. Parents of FD children were controlling and quite critical of their children’s performance. Effects of gender were noted. Whereas outcomes for the father–son and father–daughter pairing were comparable, the mother–son dyad generated more powerful effects than were observed in the mother–daughter dyad. Results point to consistencies between beliefs and behaviors of parents of FI and FD children. Interpretation is offered within the FDI theoretical framework and linkages to other theories of parent–child interaction are considered. 相似文献
13.
This paper examines militarisation in child culture in Israel’s transition from a pre-state society engaged in the nation-building process to statehood. The paper studies children’s culture and the literary corpus for children created in the 1940s and 1950s in Jewish Palestine, before and after Israel’s establishment. It investigates the main stages in the rapid development of the militaristic narrative for children – from the beginning of World War II in 1939, through the War of Independence in 1948, and during the first decade of statehood. By examining the nature of the national-military children’s story, I demonstrate the extent to which militarisation in Israeli children’s culture was dictated from above. I also argue that society’s rapid change following the founding of the Israeli state in 1948 brought about a dramatic shift in the attitude of state institutions, and especially the education system, towards the militaristic narrative addressed towards children that was vigorously promoted prior to 1948. 相似文献
14.
Sue Nichols Helen Nixon Valerie Pudney Sari Jurvansuu 《Early Years: An International Journal of Research and Development》2009,29(2):147-161
Parents deal with a complex web of choices when seeking and using knowledge and resources related to their young children’s literacy development. Information concerning children’s learning and development comes in many forms and is produced by an increasingly diverse range of players including governments, non‐government organisations and commercial businesses. This study used a survey, interview and artefact collection to investigate mothers’ and fathers’ reported activities in seeking, accessing, producing and circulating information and resources related to children’s learning and development. Differences were found relating to parent gender and level of education. Parents’ resourcing activities are also shaped by their particular goals for their children. 相似文献
15.
Christiane Vandenplas-Holper Isabelle Roskam Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》2010,25(1):1-17
Using Harter’s (Child Dev 53(1):87–97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence,
stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic,
social and physical competence at present and in a retrospective or prospective time perspective. The children were also asked
to rate the causes of their self-perceived competence-related stability or change. Nearly all of the children who saw change
indicated that they had changed/would change in a positive way. Children more often thought that they would change in the
future than that they had changed in the past. Children who saw change also made more internal attributions (effort and ability)
than children who saw only stability. Finally, the results varied consistently between the Belgian and the Portuguese samples,
indicating cross-cultural differences which are tentatively illuminated by macro-systemic considerations referring to educational
policy in the two countries. 相似文献
16.
Tricia D. Foster Laura C. Froyen Lori E. Skibbe Ryan P. Bowles Kalli B. Decker 《Reading and writing》2016,29(9):1845-1863
The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed. 相似文献
17.
This study investigated to what extent primary school teachers’ perceptions of their students’ ability and effort predict developmental changes in children’s self-concepts of ability in math and reading after controlling for students’ academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their teachers were followed for four years. Children’s self-concepts and performance ability in math and reading were measured annually during Waves 2–4. Teachers rated the children’s ability and effort at each of the four waves. Domain-specific differences and developmental changes could be identified in the associations between teachers’ perceptions and children’s ability self-concepts. Teachers’ ability perceptions predicted children’s concurrent and subsequent ability self-concepts in math and reading, whereas teachers’ effort perceptions predicted children’s math ability self-concept only at Wave 4. Analyses with multi-sample procedure showed that these models were similar for boys and girls and for children in different cohort groups. 相似文献
18.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
19.
Jo‐Anne LeFevre Eleoussa Polyzoi Sheri‐Lynn Skwarchuk Lisa Fast Carla Sowinski 《International Journal of Early Years Education》2010,18(1):55-70
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices. 相似文献
20.
Fathi Ihmeideh 《Education 3-13》2019,47(1):47-63
The study investigates parents’ perceptions of and engagement with their children's play in the context of Qatar. Quantitative data were collected using a questionnaire that was administered to parents of children aged 4–7 years old in Doha. A total sample of 240 parents responded to the questionnaire. Findings indicated that Qatari parents valued the importance of play to their children’s development and learning. In addition, parents showed a moderate level of engagement with their children’s play. The findings also indicated that physical play was the most common type of play in which parents are engaged with their children, followed by discovery play. Moreover, significant correlations were found between parents’ perceptions of children’s play and their engagement with all play types. In addition, significant differences were observed in parents’ perceptions of and engagement with children’s play based on parents' socio-demographic variables. These findings highlight the importance of extending children’s play in all children’s educational levels, and getting parents involved in children’s play activities. 相似文献