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1.
Koen Luwel Joke Torbeyns Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2003,18(4):425-447
In the research literature several positions concerning the role played by metacognition in adaptive strategy choice can be
distinguished. While many authors adhere so-called metacognitive models of strategy choice and strategy change, others have
questioned the extent to which metacognitive factors are associated with strategy choice and task performance and have proposed
alternative theoretical frameworks wherein strategy choices are described in terms of associative models. In the present article
we report data coming from a larger research project on the development of children’s numerosity judgement strategies and
skills. The experimental task involved judging numerosities of colored blocks presented in a rectangular grid. Participants
were 59 second grade and 50 sixth grade children, whose strategic performance data — obtained by means of a systematic analysis
of their response-time patterns — were compared with interview data collected at the end of the experiment. The major result
of this comparison is that not only the children from the oldest age group, but also the children from the youngest age group
showed clear evidence of metacognitive awareness and understanding of different aspects of their strategic performance. 相似文献
2.
The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills. 相似文献
3.
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
4.
Gina Bojorque Joke Torbeyns Minna Hannula-Sormunen Daniël Van Nijlen Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2017,32(3):449-462
This study explored the development of Ecuadorian Kindergartners’ spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school year, and an early numerical abilities achievement test at the beginning of the school year. Results first demonstrated limited SFON development during the kindergarten year, with inter-individual differences and intra-individual stability of children’s SFON tendency. Second, both children’s SFON tendency and their early numerical abilities at the start of the kindergarten year were predictively related to their SFON tendency at the end of the year. Our results do not only add to our theoretical understanding of SFON in young children, but also inform educational policy and practices in the domain of early mathematics education in Ecuador, as they provide building blocks for optimizing the educational goals and curricula for kindergarten mathematics. 相似文献
5.
Vanluydt Elien Wijns Nore Torbeyns Joke Van Dooren Wim 《Educational Studies in Mathematics》2021,107(1):93-110
Educational Studies in Mathematics - Insight into early precursors of proportional reasoning is necessary to further our theoretical understanding of mathematical development and to guide early... 相似文献
6.
Bojorque Gina Gonzales Neli Wijns Nore Verschaffel Lieven Torbeyns Joke 《European Journal of Psychology of Education - EJPE》2021,36(4):945-964
European Journal of Psychology of Education - Young children’s early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young... 相似文献
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8.
Greet Peters Bert De Smedt Joke Torbeyns Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349
Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use
of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie
single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression
models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between
both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between
the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and
on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational
implications of these results. 相似文献
9.
Gina Bojorque Joke Torbeyns Jheni Moscoso Daniël Van Nijlen Lieven Verschaffel 《Educational studies》2015,41(5):565-586
This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed. 相似文献
10.
Bert De Smedt Joke Torbeyns Nick Stassens Pol Ghesquière Lieven Verschaffel 《Learning and Instruction》2010,20(3):205-215
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. 相似文献