Why do early mathematics skills predict later reading? The role of mathematical language.

2017 ◽  
Vol 53 (9) ◽  
pp. 1633-1642 ◽  
Author(s):  
David J. Purpura ◽  
Jessica A. R. Logan ◽  
Brenna Hassinger-Das ◽  
Amy R. Napoli
Keyword(s):  
Mathematical Language ◽  
Early Mathematics ◽  
Mathematics Skills

scholarly journals Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function

2022 ◽  
Vol 214 ◽  
pp. 105306
Author(s):  
Dieuwer ten Braak ◽  
Ragnhild Lenes ◽  
David J. Purpura ◽  
Sara A. Schmitt ◽  
Ingunn Størksen
Keyword(s):  
Executive Function ◽  
Reading Achievement ◽  
Early Mathematics ◽  
Mathematics Skills

Hands-On Math in Kindergarten

2013 ◽  
pp. 772-782
Author(s):  
Helga Fiorani
Keyword(s):  
School Children ◽  
Preliminary Analysis ◽  
Learning Processes ◽  
Primary School Children ◽  
Semiotic Mediation ◽  
Mathematical Language ◽  
Mathematical Learning ◽  
Hands On ◽  
Semantic Value

The purpose of this contribution is to describe innovative proto-mathematical educational activities at kindergarten level (K) in the context of semiotic mediation. As a result of preliminary analysis of the major difficulties in writing numbers and recognizing the semantic value of the decimal position system found in primary school children, it was decided that the teaching of the different numbering systems would be brought into K, with the help of specific games. The goal is to demonstrate the importance of the natural and simple nature of “mathematical” language for the child, to stress the role of tools in the mathematical learning processes, and to highlight the role of the teacher in the collective mathematical discussion.

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

Hands-On Math in Kindergarten

2013 ◽  
pp. 1604-1614
Author(s):  
Helga Fiorani
Keyword(s):  
School Children ◽  
Preliminary Analysis ◽  
Learning Processes ◽  
Primary School Children ◽  
Semiotic Mediation ◽  
Mathematical Language ◽  
Mathematical Learning ◽  
Hands On ◽  
Semantic Value

The purpose of this contribution is to describe innovative proto-mathematical educational activities at kindergarten level (K) in the context of semiotic mediation. As a result of preliminary analysis of the major difficulties in writing numbers and recognizing the semantic value of the decimal position system found in primary school children, it was decided that the teaching of the different numbering systems would be brought into K, with the help of specific games. The goal is to demonstrate the importance of the natural and simple nature of “mathematical” language for the child, to stress the role of tools in the mathematical learning processes, and to highlight the role of the teacher in the collective mathematical discussion.

“Mathematical manuscripts” by Karl Marx (On the occasion of the 200th birth anniversary)

2018 ◽  
pp. 88-101
Author(s):  
I. I. Eliseeva ◽  
A. L. Dmitriev
Keyword(s):  
Karl Marx ◽  
Mathematical Language ◽  
Mathematical Methods ◽  
Mathematical School ◽  
The 1960S

The article gives a brief review of the prehistory of the appearance of “Mathematical Manuscripts” by K. Marx published in the USSR in 1968 as a separate volume not included in the second edition of Marx and Engels collected works. The conclusion is drawn that the study of the divisions of higher mathematics (primarily differential and integral calculi) by Marx was connected with his desire to turn to the works of representatives of the “mathematical school” (O. Cournot, J. H. Thünen, W. Jevons, L. Walras and etc.), which was actively developing since the 1860s, and to understand the possibilities of the mathematical language for studying economic processes. The role of “Mathematical Manuscripts” as a kind of “cover” of the movement for applying mathematical methods in economics that arose in the USSR in the 1960s is identified.

Bericht: On the Logic of Quantum Mechanics

1973 ◽  
Vol 28 (9) ◽  
pp. 1516-1530
Author(s):  
E. G. Beltrametti ◽  
G. Cassinelli
Keyword(s):  
Quantum Mechanics ◽  
Quantum Theory ◽  
Lattice Theory ◽  
Essential Role ◽  
Superposition Principle ◽  
Mathematical Language

We are concerned with the formulation of the essential features of quantum theory in an abstract way, utilizing the mathematical language of proposition lattice theory. We review this approach giving a set of consistent axioms which enables to achieve the relevant results: the formulation and the essential role of the superposition principle is particularly examined.

scholarly journals The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling

2015 ◽  
Vol 2015 ◽  
pp. 1-7
Author(s):  
Amélie Lubin ◽  
Sandrine Rossi ◽  
Nicolas Poirel ◽  
Céline Lanoë ◽  
Arlette Pineau ◽  
...  
Keyword(s):  
Cognitive Activity ◽  
Inversion Problem ◽  
Formal Schooling ◽  
Early Mathematics ◽  
Inversion Principle ◽  
Addition And Subtraction ◽  
Early Mathematics Education ◽  
Improved Accuracy ◽  
Mode A

The importance of self-action and its considerable links with cognitive activity in childhood are known. For instance, in arithmetical cognition, 2-year-olds detected an impossible arithmetical outcome more accurately when they performed the operation themselves (actor mode) than when the experimenter presented it (onlooker mode). A key component in this domain concerns the understanding of the inversion principle between addition and subtraction. Complex operations can be solved without calculation by using an inversion-based shortcut (3-term problems of the form a+b-b must equal a). Some studies have shown that, around the age of 4, children implicitly use the inversion principle. However, little is known before the age of 4. Here, we examined the role of self-action in the development of this principle by preschool children. In the first experiment, 2-year-olds were confronted with inversion (1+1-1=1 or 2) and standard (3-1-1=1 or 2) arithmetical problems either in actor or onlooker mode. The results revealed that actor mode improved accuracy for the inversion problem, suggesting that self-action helps children use the inversion-based shortcut. These results were strengthened with another inversion problem (1-1+1=1 or 2) in a second experiment. Our data provide new support for the importance of considering self-action in early mathematics education.

Early Mathematics Skills From Prekindergarten to First Grade

2014 ◽  
Vol 25 (3) ◽  
pp. 162-188 ◽  
Author(s):  
Ji Hoon Ryoo ◽  
Victoria J. Molfese ◽  
Ruth Heaton ◽  
Xin Zhou ◽  
E. Todd Brown ◽  
...  
Keyword(s):  
First Grade ◽  
Early Mathematics ◽  
Mathematics Skills
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