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 Self-Adapting The Success Rate When Practicing Math

2021 ◽  
Author(s):  
Brenda Jansen ◽  
Abe Dirk Hofman ◽  
Alexander Olof Savi ◽  
Han van der Maas
Keyword(s):  
Experimental Study ◽  
Primary School ◽  
Success Rate ◽  
School Children ◽  
Primary School Children ◽  
Training Phase ◽  
Literature Study ◽  
Math Skills ◽  
Beneficial Effects ◽  
Skill Improvement

Use and benefits of the possibility to choose a success rate are studied in a math-practice application that is used by a considerable percentage of Dutch primary school children. Study 1 uses data that were collected with the application, using children's practice data (N = 40329; grades 1-6). Children differed in their preference for a high, medium, or low success rate. Preferences were associated with gender, age, and ability, matching expectations that follow from the literature. Study 2 is an experimental study with 192 children from grades 3-6, using a pretest, training phase, and posttest. The possibility to choose a success rate was manipulated. Unexpectedly, beneficial effects for math practice, improvement of math skills, and self-belief concerning math were absent. Results suggest an appreciation of the possibility to choose, although beneficial effects of choosing were not observed for motivation to practice, skill improvement, and self-belief concerning math.

scholarly journals The quandary of diagnosing mathematical difficulties in a generally low performing population

2020 ◽  
Author(s):  
Mariuche Rodrigues de Almeida Gomides ◽  
Isabella Starling-Alves ◽  
Giulia Moreira Paiva ◽  
Leidiane da Silva Caldeira ◽  
Ana Luíza Pedrosa Neves Aichinger ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Mathematical Achievement ◽  
Primary School Children ◽  
Simple Addition ◽  
Numerical Development ◽  
Calculation Task ◽  
Mathematical Difficulties ◽  
Brazilian Students ◽  
Psychometric Criterion

Brazilian students’ mathematical achievement was repeatedly observed to fall below average levels ofmathematical attainment in international comparison studies such as PISA. In this article, we argue thatthis general low level of mathematical attainment interferes with the diagnosis of developmentaldyscalculia when the psychometric criterion is used: establishing of an arbitrary cut-off (e.g., performance< percentile 10) may lead to misleading diagnoses. Therefore, the present study set off to evaluate theperformance of Brazilian school children on basic arithmetic operations. Seven hundred and six childrenfrom 3rd to 5th grades completed a calculation task assessing arithmetic fluency in addition, subtraction,and multiplication. In line with PISA results, children presented difficulties in all arithmetic operationsinvestigated. Children performed better in addition than subtraction and multiplication, and 3rd and 4thgraders were outperformed by 5th graders in all three operations. However, even after five years offormal schooling, less than half of 5th graders performed perfectly on simple addition, subtraction, andmultiplication problems. Therefore, these data substantiate the argument that the sole use of apsychometric criterion might not be sensible to diagnose dyscalculia in the context of a generally lowperforming population, such as Brazilian primary school children. When the majority of children failthe task, it is hard to distinguish atypical from typical numerical development. As such, other diagnosticapproaches, such as Response to Intervention, might be more suitable in such a context.

scholarly journals Implementation of the principle of integration in teaching mathematics to primary school children

2020 ◽  
pp. 337-348
Author(s):  
Ljudmila Voronina ◽  
Alëna Poprygina
Keyword(s):  
Primary School ◽  
School Children ◽  
Subject Area ◽  
Primary School Children ◽  
Teaching Mathematics ◽  
Universal Method ◽  
Horizontal Structure ◽  
Study Task ◽  
Subject Areas ◽  
Relationship Of

The article discusses the features of the implementation of the integration principle in teaching mathematics to primary school children. Integration in the article refers to the natural relationship of Sciences, subject areas, individual sections and topics based on the unifying idea of a consistent, comprehensive disclosure of the studied processes and phenomena. It is noted that due to the spread of the ideas of integration as a didactic principle of learning among the pedagogical community, the concepts of "integral", "integration", "integrative" and "integrated" have been mixed, so the article clarifies the definitions of these concepts and defines the areas of their application. The authors introduce the concept of "integrated task", which is understood as a study task, for which students need to apply knowledge and skills from various subject areas. The result of such a task may be an awareness of the connection between the studied objects, Sciences, or a universal method of action, the application of which does not depend on the subject area. The article notes that an integrated task can be designed in a vertical and horizontal structure. The basis for building an integrated task in a vertical structure is the proximity of the content of subject areas. To build an integrated task in a horizontal structurethe basis is the methods of activity that are characteristic of one subject area and can be applied when studying material in another subject area. The article provides examples of integrated tasks based on the example of mathematics, designed in both vertical and horizontal structures.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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