Children's early numeracy in Finland and Iran

Aunio, Pirjo; Korhonen, Jari; Bashash, L; Khoshbakht, Fariba

doi:10.1080/09669760.2014.988208

Cited by 12 publications

(13 citation statements)

References 48 publications

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“…They stated that the mistakes of young children when they are counting are caused by the method these authors used and by cardinal numbers. In addition to these results, subsequent researchers have revealed the influence of culture in cardinal number acquisition (Campbell and Xue, 2001;Sarnecka et al, 2007;Aunio et al, 2014;Cankaya et al, 2014). In this study, we aimed to contribute to the discussion in the literature by examining the acquisition of cardinal numbers by Turkish children.…”

Section: Introductionmentioning

confidence: 92%

Cardinal Number Acquisition of Turkish Children

Ceylan

Aslan

2018

Journal of Education and e-Learning Research

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Cardinal number acquisition plays an important role in children"s sense of number. Various investigations have revealed the influence of cultural variables on cardinal number acquisition. In this research, we investigated Turkish children"s acquisition of cardinal numbers. Quantitative research method was used. The participants were 100 preschool children from four public preschools in Adıyaman, Turkey. We used the "Give me N" task with the intent of investigating children"s acquisition of cardinal numbers. We obtained data from individual interviews with children. As a result of the research, we found that 60% of the children had cardinal number acquisition, 34% were in subgroups, and 6% were in the pre-number phase. In our sample the youngest child who had acquired cardinal numbers was 45 months old. We saw that the acquisition of the cardinal number phase was between 49 and 61 months for Turkish children and the majority of children older than 62 months had acquired cardinal numbers. Turkish children have the same cardinal number acquisition levels as their western peers however they acquire cardinal numbers a bit later. This research result showed that cultural differences could have a role in the age of cardinal number acquisition but not in phases. More cross-cultural studies are needed to better understanding.

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Section: Introductionmentioning

confidence: 92%

Cardinal Number Acquisition of Turkish Children

Ceylan

Aslan

2018

Journal of Education and e-Learning Research

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“…The countries were purposely selected so that participants would differ in school entrance age but would have relatively similar, middle-SES western European backgrounds. Previous cross-cultural comparisons of early mathematical skills typically showed similar early mathematical skills when comparing children from countries with similar cultural backgrounds (Aunio, Korhonen, Bashash, & Khoshbakht, 2014;Van de Rijt et al, 2003). Our selection of the sample allowed us to identify the effect of formal schooling on mathematical skill profiles.…”

Section: Limitationsmentioning

confidence: 98%

The effect of first school years on mathematical skill profiles

Nanu

Laakkonen

Hannula-Sormunen

2020

FLR

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This study investigated the effect of children's first formal school years on mathematical skill profiles, measured by a variety of arithmetical skills and Spontaneous Focusing On Numerosity (SFON) tasks. By using person-centered approach the aim was to investigate whether the amount of formal schooling is associated with mathematical skills in the same way for all children, or, whether the associations differ according to the children's mathematical skill profiles. Data was analyzed from 652 4-7-year-old children from four European countries with different school entrance ages. A personcentered approach with latent profile regression analyses on four-factor score variables identified six mathematical skill profiles with both qualitative and quantitative differences. The results revealed significant, but small effects of the amount of schooling on mathematical profiles when chronological age and country-specific school entrance age were controlled for. Educational implications of the findings emphasize regarding the heterogeneity in children's mathematical skill profiles and the potentially different effects of starting formal schooling across different profiles.

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“…Already prior to formal education, most children can perform basic verbal addition and subtraction tasks of small numbers (Aunio et al, 2014). In order to perform these rudimentary calculations, children develop various strategies known as counting strategies; sum, min, decomposition and fact retrieval (Geary & Hoard, 2005;Siegler & Shrager, 1984).…”

Section: Arithmeticmentioning

confidence: 99%

“…Cross-cultural research has shown that most children from numerate societies are capable of performing basic addition and subtraction, even prior to formal education (Aunio, Korhonen, Bashash, & Khoshbakht, 2014). However, there is also large individual variation in mathematical comprehension and performance.…”

Section: Introductionmentioning

confidence: 99%

”Räkna med mig!” : Matematisk utveckling, dyskalkyli och datorbaserad intervention

Olsson

2018

Linköping Studies in Behavioural Science

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Linda Olsson "Count on me!" Mathematical development, developmental dyscalculia and computer-based intervention Edition 1:1 Abstract A "sense" of number can be found across species, yet only humans supplement it with exact and symbolic number, such as number words and digits. However, what abilities leads to successful or unsuccessful arithmetic proficiency is still debated. Furthermore, as the predictability between early understanding of math and later achievement is stronger than for other subjects, early deficits can cause significant later deficits. The purpose of the current thesis was to contribute to the description of what aspects of non-symbolic and symbolic processing leads to later successful or unsuccessful arithmetic proficiency, and to study the effects of different designs of computer-programs on pre-school class aged children. The cognitive mechanisms underlying symbolic number processing and different arithmetic skills were mapped to discover their contributions to children's proficiency. Findings show that the non-symbolic system continues to contribute to arithmetic performance, and that the general cognitive abilities' contributions might vary with development. Moreover, more advanced mathematical skills were supported by less advanced. In order to investigate the underlying core deficit in DD, performance was contrasted with an individually matched control group on general cognitive abilities. Findings indicate that DD children are impaired on both nonsymbolic and symbolic processing, the most impairment on the symbolic measures. Furthermore, the results indicated subgroups. In order to investigate the effects of early intervention, three theoretically different designs of computer programs, designed in accordance to hypotheses of number processing were compared to a passive control group.Results revealed that even brief, daily arithmetic training utilizing theoretically different designs impacted different aspects of symbolic processing. The presented findings indicate that the non-symbolic system is the foundation for the symbolic system, and that DD is caused by a non-symbolic deficit. The present thesis also adds evidence that formal arithmetic is founded on precise representations, rather than approximate.

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Children's early numeracy in Finland and Iran

Cited by 12 publications

References 48 publications

Cardinal Number Acquisition of Turkish Children

Cardinal Number Acquisition of Turkish Children

The effect of first school years on mathematical skill profiles

”Räkna med mig!” : Matematisk utveckling, dyskalkyli och datorbaserad intervention

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