Mathematical Language in Early Childhood Settings: What Really Counts?

Rudd, Loretta C.; Lambert, Matthew C.; Satterwhite, Macy; Zaier, Amani

doi:10.1007/s10643-008-0246-3

Cited by 62 publications

(50 citation statements)

References 5 publications

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“…Moreover, qualitative studies show preschool teachers use little mathematics language in their classrooms and introduce few structured mathematics activities (Rudd et al 2008;Schoenfeld and Stipek 2011;Young-Loveridge et al 1998). Tablet computers may be an effective tool to help early educators deliver consistent and high-quality mathematics instruction (Blackwell 2014;Zomer and Kay 2016).…”

Section: Introductionmentioning

confidence: 99%

Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial

Schacter

2017

Math Ed Res J

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With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.

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Section: Introductionmentioning

confidence: 99%

Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial

Schacter

2017

Math Ed Res J

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“…Teachers also must guide them in doing so. Students who needed remedial mathematics instruction required more connection between life language and formal mathematical language It showed that mathematical schema and representation decided the comprehension of mathematical language in problem solving [26]. The transformation to reform mathematics teaching was a daunting task because teachers needed to realize what such a classroom would really look like [11].…”

Section: Mathematical Language Was Also Addressed In the Principles Amentioning

confidence: 99%

Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction

Lin¹

2017

SJEDU

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Abstract:The purpose of study was to investigate the effects of mathematics professional learning community (PLC) for remedial instruction. The participant of the PLC was teachers from one primary school. They were invited to join the project of mathematics remedial instruction. This project was organized by the researcher who integrated components of effective mathematics instruction so as to help teachers carry out remedial mathematics instruction. The PLC teachers in the research are primary school teachers of fourth grade in Taiwan. In order to promote their knowledge of mathematics remedial instruction, they were engaged in the workshops of lesson studies and organized as school-based professional learning community. Lesson studies consisted of components to improve effectively remedial mathematics instruction. These components included life mathematics, scaffolding for mathematics reading comprehension, strategies for problem solving, guidance of representation and schema-based instruction. All the resources and instruction materials were established in the knowledge management platform in which teachers could access and share the resources. This longitudinal study was held for one year. The students of these PLC teachers took three waves of mathematics assessments so as to detect the effects of mathematics professional learning community. Results showed these students' mathematics achievement improves gradually. It was concluded that workshops of mathematical pedagogical content knowledge and establishment of knowledge management platform could help teachers for mathematics instruction. Finally, based on the findings, some suggestions for practical instruction and further research were also discussed.

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“…In addition, it is highly likely that children do not have enough opportunities to discuss the critical attributes of the shapes due to limited exposure to the geometric shapes in various sizes and orientation. According to several studies (e.g., (KLIBANOFF et al, 2006;RUDD et al, 2008) suggests, better classroom lessons about geometric shapes would improve preschool children's understanding of the square.…”

Section: Implications For Practicementioning

confidence: 99%

Preschool Students' Understanding of a Geometric Shape, the Square

Halat

Dagli

2016

Bolema

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The purpose of this study was to explore preschool children's conceptual understanding of geometric shapes, the square in particular. There were a total of 115 children, 61 girls and 54 boys, from state preschool education programs, who participated in the study. The data were collected in two semesters through interviews in a oneon-one setting, where the researchers administered a paper-pencil test to the participants. The test included six questions. One question asked children to draw a square, one question asked to select the square among three other geometric shapes, three questions asked to differentiate the square among five to seven geometric shapes which were printed in rotated directions and in various fonts and sizes and one question asked to identify a picture of a square-like real life object among a selection of pictures. The findings showed that 65% of children were able to draw a square accurately, and 77% of children were able to identify a picture of a square-like object. Approximately 69% were able to differentiate three squares in different sizes among five geometric shapes, while 27% of the remaining were not able to identify the square in smaller sizes. Approximately 79% in one task and 56% in another task were unsuccessful in identifying squares in rotated directions. Moreover, there was no gender difference in the test between boys and girls. Findings were interpreted linking to Duval's theory, van Hiele's theory, Prototype theory and Simon's task design model. Keywords: Preschool children. Square. Geometric shapes. Gender. ResumenEl propósito de este estudio fue explorar la comprensión conceptual de los niños de preescolar en las formas geométricas, el cuadrado en particular. Hubo un total de 115 niños, 61 y 54 niñas, de programas de educación preescolar del estado, que participaron en el estudio. Los datos se recolectaron en dos semestres a través de entrevistas en un uno-a-uno, donde los investigadores administraron una prueba papel y lápiz a los participantes. La prueba incluía seis preguntas. Una pregunta de los niños, era que dibujaran un cuadrado, otra pregunta les pedía que seleccionaran el cuadrado entre otras tres formas geométricas, la tercera pregunta les pedía distinguir el cuadrado de entre cinco a siete formas geométricas que fueron impresas en direcciones rotadas y en diversas fuentes y tamaños, y la última pregunta les pedía identificar una imagen de un objeto cuadrado-como un objeto real de entre una selección de fotos. Los resultados demostraron que el 65% de los niños fueron capaces de dibujar un cuadrado con precisión, y un 77% de los niños fueron capaces de identificar una imagen de un objeto cuadrado. Aproximadamente el 69% eran capaces de diferenciar tres cuadrados de diferentes tamaños entre cinco figuras geométricas, mientras que 27% de las restantes no fueron capaces de identificar el cuadrado en tamaños más pequeños. Aproximadamente 79% en una tarea y el 56% en otra tarea fracasaron en la identificación de cuadrados en las direcciones rotadas. Por otra ...

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Mathematical Language in Early Childhood Settings: What Really Counts?

Cited by 62 publications

References 5 publications

Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial

Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial

Investigation on the Effects of Mathematics Professional Learning Community for Remedial Instruction

Preschool Students' Understanding of a Geometric Shape, the Square

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