Direct numeracy activities and early math skills: Math language as a mediator

2021 ◽  
Vol 54 ◽  
pp. 252-259
Author(s):  
Yemimah A. King ◽  
David J. Purpura
2020 ◽  
Vol 7 (1) ◽  
pp. p167
Author(s):  
Ljiljanka Kvesic ◽  
Slavica Brkic ◽  
Anita Imre

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.


2018 ◽  
Vol 38 (4) ◽  
pp. 234-247 ◽  
Author(s):  
Jessica K. Hardy ◽  
Mary Louise Hemmeter

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.


2021 ◽  
pp. 027112142110127
Author(s):  
Jessica K. Hardy ◽  
Mary Louise Hemmeter

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.


2017 ◽  
Vol 8 (1) ◽  
pp. 01-18 ◽  
Author(s):  
Zeynep Çiğdem Özcan ◽  
Handan Doğan

Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66'84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (β=.34) and mathematical problem solving (β=.45). Reading comprehension has a direct effect on mathematical problem solving (β=.27). However, this effect is smaller than the effect of early math skills.


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