Mathematical thinking intervention programmes for preschool children with normal and low number sense

2005 ◽  
Vol 20 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Pirjo Aunio * ◽  
Jarkko Hautamäki ◽  
Johannes E. H. Van Luit
2021 ◽  
pp. 027112142110061
Author(s):  
Bonnie L. Ingelin ◽  
Seyma Intepe-Tingir ◽  
Nanette C. Hammons

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.


2019 ◽  
Vol 31 (3) ◽  
pp. 335-353
Author(s):  
Yuan Liang ◽  
Lijin Zhang ◽  
Yang Long ◽  
Qian Deng ◽  
Yujuan Liu

2020 ◽  
Vol 34 (02) ◽  
pp. 1332-1340
Author(s):  
Wenhe Zhang ◽  
Chi Zhang ◽  
Yixin Zhu ◽  
Song-Chun Zhu

As a comprehensive indicator of mathematical thinking and intelligence, the number sense (Dehaene 2011) bridges the induction of symbolic concepts and the competence of problem-solving. To endow such a crucial cognitive ability to machine intelligence, we propose a dataset, Machine Number Sense (MNS), consisting of visual arithmetic problems automatically generated using a grammar model—And-Or Graph (AOG). These visual arithmetic problems are in the form of geometric figures: each problem has a set of geometric shapes as its context and embedded number symbols. Solving such problems is not trivial; the machine not only has to recognize the number, but also to interpret the number with its contexts, shapes, and relations (e.g., symmetry) together with proper operations. We benchmark the MNS dataset using four predominant neural network models as baselines in this visual reasoning task. Comprehensive experiments show that current neural-network-based models still struggle to understand number concepts and relational operations. We show that a simple brute-force search algorithm could work out some of the problems without context information. Crucially, taking geometric context into account by an additional perception module would provide a sharp performance gain with fewer search steps. Altogether, we call for attention in fusing the classic search-based algorithms with modern neural networks to discover the essential number concepts in future research.


2004 ◽  
Vol 10 (5) ◽  
pp. 244-252
Author(s):  
Patricia S. Moyer ◽  
Elizabeth Mailley

Children's conceptual understanding, strategic competence, and procedural fluency in mathematics are highly influenced by experiences in the early grades. During these years, many important mathematics concepts, including measurement and rational-number sense, should be a part of children's informal investigations. By informally exploring the same concepts in a variety of ways—with concrete manipulatives, visual models, and abstract representations—first graders can connect their initial youthful notions to sophisticated mathematical thinking.


1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.


2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.


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