scholarly journals Does CAI Improve Early Math Skills?

2017 ◽  
Author(s):  
Haya Shamir ◽  
Kathryn Feehan ◽  
Erik Yoder
Keyword(s):  
Math Skills ◽  
Early Math Skills

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 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.

Confirmatory factor analysis of the indicators of basic early math skills

2020 ◽  
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Juan A. Hernández-Cabrera
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Math Skills ◽  
Confirmatory Factor ◽  
Early Math Skills

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.

scholarly journals A longitudinal study of early math skills, reading comprehension and mathematical problem solving

2017 ◽  
Vol 8 (1) ◽  
pp. 01-18 ◽  
Author(s):  
Zeynep Çiğdem Özcan ◽  
Handan Doğan
Keyword(s):  
Reading Comprehension ◽  
Longitudinal Study ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
First Grade ◽  
Mathematical Problem Solving ◽  
Measurement Instruments ◽  
Math Skills ◽  
Early Math Skills

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.

scholarly journals Kemampuan Pemecahan Masalah Matematika Pada Soal Open Ended Materi Lingkaran Berdasarkan Kemampuan Awal Matematika Siswa

2021 ◽  
Vol 1 (3) ◽  
pp. 433-441
Author(s):  
Tri Rahayu Agustina ◽  
Sri Subarinah ◽  
Nurul Hikmah ◽  
Amrullah Amrullah
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Average Score ◽  
Math Skills ◽  
Average Value ◽  
9Th Grade ◽  
Mathematics Ability ◽  
Early Math Skills ◽  
The Subject ◽  
Student Problem

The research was aims to describe the problem solving in mathematics ability on open ended with circle material based on the early mathematical ability of the students at 9th grade junior high school 8 mataram. The type of the research is a descriptive study with quantitative approach. The research subject are 28 students which selected with purposive sampling. The subject is grouped according to early abilities of high, moderate, and low mathematics using the midterms. The data-collection method used is an open-ended problem-solving test on a loop of 2 terms of description and interview methods. The results were analyzed based on an indicator of problem solving capability according to Polya. Based on the data analysis, student problem solving capabilities with advanced mathematical abilities fall into good category, averaged 79.69. The student problem-solving capability with the early math skills is in good category, with an average score of 77.50. Student problem solving with early abilities of low math falls in the less category, with an average value of 48.30. The students with advanced math skills and are filling indicators of understanding the problem, planning a settlement and carrying out a completion plan, but have not yet met the checking indicator.

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