Quality of fathers’ spatial concept support during block building predicts their daughters’ early math skills – but not their sons’

2020 ◽  
Vol 50 ◽  
pp. 51-64 ◽  
Author(s):  
Dana Thomson ◽  
Beth M. Casey ◽  
Caitlin M. Lombardi ◽  
Hoa Nha Nguyen
Keyword(s):  
Math Skills ◽  
Spatial Concept ◽  
Early Math Skills

scholarly journals Comparative Analysis of the Related Interests of Relevant Stakeholders in the Development of Seaports in Relation to the Spatial Concept of the City

Pomorstvo ◽  
2018 ◽  
Vol 32 (1) ◽  
pp. 36-41
Author(s):  
Donald Schiozzi ◽  
Alen Jugović ◽  
Željko Smojver
Keyword(s):  
Local Community ◽  
Well Being ◽  
Restricted Area ◽  
Spatial Concept ◽  
Transport Chain ◽  
State Economy ◽  
Community Economy ◽  
Qualitative Variables ◽  
The City

The seaport, as a link of the transport chain, is oriented towards the development of the maritime system of the country and the summit place of traffic slope from all transport routes and means of transport. While the city, as a community of residents, is oriented towards promoting the well-being of citizens and the quality of their lives, so it strives to ecological, cultural and visual values. This relation of interest is merely one of the numerous relations of interest of the relevant stakeholders in the planning and development of the seeports in relation to the spatial concept of cities deriving from a constrained coexistence in a restricted area – as two separate entities whose interests and objectives appear to be different at first sight. In this paper, the relations of interest of the relevant stakeholders have been analyzed, quantitative and qualitative variables have been evaluated that influence the development of the seaports in relation to the spatial concept of the city. The research has highlighted the need to look at and analyze all relevant stakeholders interests, of which the most important are: state – local community, state – managing body of the port, state – economy, local community – managing body of the port, local community – economy and economy – managing body of the port.

scholarly journals Mathematical Abilities of Preschool Children

2020 ◽  
Vol 7 (1) ◽  
pp. p167
Author(s):  
Ljiljanka Kvesic ◽  
Slavica Brkic ◽  
Anita Imre
Keyword(s):  
Primary School ◽  
School Children ◽  
Math Achievement ◽  
Mathematical Thinking ◽  
Mathematical Achievement ◽  
Primary School Children ◽  
Teaching Mathematics ◽  
Math Skills ◽  
Younger Age ◽  
Early Math Skills

Regardless of the fact that people are born with innate sense of number, mathematical thinking requires certain intellectual effort for which many children are not ready. While children investigate and discover new issues in everyday life, they meet the world of mathematics although they are not aware of it. As mathematics is becoming more and more important in today’s age of technology, it is very important that children are introduced to the spells of mathematics before they start attending school, and to continue to learn mathematics with that knowledge throughout school education. As well as reading, mathematics is a subject necessary for adequate functioning in society. What is more, mathematics is a subject that develops logical thinking and perception, thus mathematical teaching of children ought to be on more accessible level than it is currently. Parents and educators have access to various games and activities that involve children into mathematical thinking and creative resolving, which develops their self-confidence.Through the research that has been conducted with both preschool and primary school children using various mathematical examples appropriate for their age, it has been found out that the children of younger age have early math skills, whereas, regarding primary school children, their later math achievement is fading over time or their conclusions are grounded upon the “expected”. The traditional way of teaching mathematics and extensive material can cause poor mathematical achievement and cause a well-known fear of mathematics.

scholarly journals Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?

2021 ◽  
Vol 14 ◽  
Author(s):  
Tonje Amland ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Indirect Effect ◽  
Phonological Processing ◽  
Early Reading ◽  
First Grade ◽  
Phoneme Awareness ◽  
Reading Problems ◽  
Math Skills ◽  
Phonological Representations ◽  
Reading And Math

There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.

Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays

2018 ◽  
Vol 38 (4) ◽  
pp. 234-247 ◽  
Author(s):  
Jessica K. Hardy ◽  
Mary Louise Hemmeter
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Functional Relation ◽  
Math Instruction ◽  
Systematic Instruction ◽  
Math Skills ◽  
Research And Practice ◽  
Early Math Skills ◽  
The Subject ◽  
The Individual

Early math instruction is the subject of increasing attention by early childhood researchers. There is evidence to suggest that early math skills are highly predictive of later academic achievement but that there are disparities in early math skills among young children. The purpose of this study was to examine the effectiveness of a systematic instructional procedure on early math skills with two preschoolers who were at risk for math delays. Target math skills were selected based on the individual needs of each child and included sorting, patterning, and shape manipulation. The instructional procedure was effective for helping two children acquire early math skills, with a functional relation demonstrated for each participant. There were mixed results for generalization and maintenance. Contributions to the literature, limitations, and implications for research and practice are discussed.

Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities

2021 ◽  
pp. 027112142110127
Author(s):  
Jessica K. Hardy ◽  
Mary Louise Hemmeter
Keyword(s):  
Single Case ◽  
Functional Relation ◽  
Fine Motor ◽  
Math Skills ◽  
Target Behaviors ◽  
Preschoolers With Disabilities ◽  
Early Math Skills ◽  
Target Skills ◽  
Developmental Domains ◽  
Systematic Modeling

Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.

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