Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

Bojorque, Gina; Torbeyns, Joke; Nijlen, Daniël Van; Verschaffel, Lieven

doi:10.1590/s1678-463444201801164156

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…Una limitación del presente estudio es que, el nivel socioeconómico fue determinado únicamente por medio del nivel educativo de la madre (AUNOLA et al, 2004;BOJORQUE et al, 2018;MULLIS et al, 2012), por lo que, futuros estudios deberían recolectar otros indicadores del nivel socioeconómico como son el nivel de instrucción de ambos padres, el ingreso familiar, o ambos (GALINDO; SONNENSCHEIN, 2015), con la finalidad de confirmar estos resultados.…”

Section: Resultsunclassified

“…El nivel socioeconómico de los niños se construyó sobre la base del nivel educativo de la madre, el cual es considerado como un indicador del nivel socioeconómico familiar (AUNOLA et al, 2004;BOJORQUE et al, 2018 ;MULLIS et al, 2012). El nivel de educación materna se organizó en tres categorías, que representan el nivel educativo más alto de la madre:…”

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Influencia de Factores Cognitivos y Contextuales en el Desempeño de Patrones Matemáticos a Temprana Edad

Bojorque

Ochoa

2022

Bolema

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Resumo El objetivo del presente estudio fue evaluar la contribución de la inteligencia verbal y no verbal, el nivel socioeconómico y el ambiente de aprendizaje matemático en el hogar, en el desempeño de patrones matemáticos de niños ecuatorianos de jardín infantil. Al inicio del año escolar, se aplicó una prueba de patrones matemáticos y una de inteligencia a un total de 112 niños. El nivel socioeconómico se construyó en base al nivel educativo de la madre. Finalmente, los padres de los niños llenaron un cuestionario sobre las actividades matemáticas que realizan con los niños en el hogar. Los resultados señalaron que la inteligencia no verbal, el nivel socioeconómico y el ambiente de aprendizaje matemático en el hogar predicen el desempeño en patrones matemáticos de los niños. La inteligencia verbal no fue un predictor de dicho desempeño. Al final, se discuten críticamente los hallazgos del estudio con miras a mejorar la calidad de la educación matemática a temprana edad.

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Influencia de Factores Cognitivos y Contextuales en el Desempeño de Patrones Matemáticos a Temprana Edad

Bojorque

Ochoa

2022

Bolema

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Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

et al. 2020

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Young children's early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young children's repeating patterning abilities have been conducted exclusively in developed countries differing in economic, societal, and educational characteristics from developing countries. In this study, we analyzed the performance and the errors of 4-to 5-year-olds on three repeating patterning tasks, and we investigated the association between children's repeating patterning abilities and their early mathematical abilities in a developing country, Ecuador. A total of 60 preschoolers and 56 kindergartners completed a repeating patterning test and an early mathematics test at the end of the school year. Results first indicated rather low repeating patterning performances of both preschoolers and kindergartens, with large inter-individual differences in these performances. Kindergartners had significantly better patterning abilities than preschoolers. Second, error analyses indicated that children made different types of errors when solving the patterning tasks. The majority of errors were pattern-related errors, with preschoolers making more errors that were not pattern related than kindergarteners. Third, children's patterning abilities were positively associated with early mathematical abilities in both grades. These results complement current theoretical models of young children's mathematical development and inform educational policy and practices in this domain for developing countries.

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Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

Bojorque

Torbeyns

Hoof

et al. 2018

Early Childhood Research Quarterly

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It is increasingly emphasized that these competencies include both children's early numerical abilities (e.g., their ability to count, to compare numerical magnitudes or to decompose numbers) and their numerical dispositions (e.g., their spontaneous inclination to focus on and make sense of the numerical magnitudes in the situation) (Bojorque, Torbeyns, Hannula-Sormunen, Van Nijlen, & Verschaffel, 2017; Mulligan et al., in press). Children's early numerical abilities (Aunio & Niemivirta, 2010;De Smedt et al., 2009;Jordan et al., 2009) as well as their early numerical dispositions ̶ more specifically, their spontaneous focus on numerosities or SFON, defined as children's natural tendency to spontaneously focus attention on the aspect of the exact number of items or incidents when exact numerosity is utilized in action (Hannula-Sormunen et al., 2015;Hannula et al., 2010Hannula et al., , 2007 ̶ were shown to contribute to children's later mathematical performance at school. Contribution of background and domain-general cognitive characteristicsChildren's early numerical abilities have been shown to be moderated by several domain-general cognitive characteristics and background characteristics. With respect to the domain-general cognitive characteristics, working memory and intelligence have shown to play a central role in the acquisition of early numerical abilities (

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Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

Cited by 4 publications

References 27 publications

Influencia de Factores Cognitivos y Contextuales en el Desempeño de Patrones Matemáticos a Temprana Edad

Influencia de Factores Cognitivos y Contextuales en el Desempeño de Patrones Matemáticos a Temprana Edad

Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities

Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

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