Multi-Year Longitudinal Investigation of Children's Early Mathematics Development

Marcelino, Lília; Sousa, Óscar de; Cruz, Vitor; Lopes, António

doi:10.1016/j.sbspro.2012.12.145

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…The NSB – Number Sense Brief Screener ( Jordan et al, 2008 ) was adapted to the Portuguese population ( n = 2246), and psychometrics properties analyzed ( Marcelino et al, 2012 ; Marcelino, 2015 ). Children were evaluated at the beginning of first grade (defined as a status point) and mathematics outcomes were obtained adding a formal mathematics achievement test (MSE – Math Summative Evaluation), the psychometric properties of which were also analyzed.…”

Section: Methodsmentioning

confidence: 99%

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

2017

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Early numerical competencies (ENC) (counting, number relations, and basic arithmetic operations) have a central position in the initial learning of mathematics, and their assessment is useful for predicting later mathematics achievement. Using a regression model, this study aims to analyze the correlational and predictive evidence between ENC and mathematics achievement in first grade Portuguese children (n = 123). The children’s ENC were examined at the point of school entry. Three criterion groups (low, moderate, and high ENC) were formed based on the results of the early numerical brief screener and mathematics achievement measured at the end of first grade. The following hypotheses were tested: children who started first grade with low numerical competencies remained low mathematics achievement at the end of first grade; and children who started with high numerical competencies, finished the first grade with high mathematics achievement. The results showed that ENC contributed to a significant amount of explained variance in mathematics achievement at the end of the first grade. Children with low numerical competencies performed lower than children with moderate and high numerical competencies. Findings suggest that ENC are meaningful for predicting first-grade mathematics difficulties.

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Section: Methodsmentioning

confidence: 99%

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

2017

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“…Adimora et al (2015), maintained that the importance of mathematics is 'an indisputable fact'. Therefore, researchers have warned about different troubles one may face when MP is poor such as functional difficulties Parsons & Bynner (2005), and serious consequences on performance in school (Marcelino et al, 2012).…”

Section: Athematics Proficiencymentioning

confidence: 99%

Teaching mathematics in ‘different tongues’

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Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013). Against this contention, this study is conducted to determine the mathematics proficiency and anxiety of students learning mathematics across different local languages. In addition, the study analyzed whether significant differences exist in the investigated variables across gender. The study disclosed interesting results which were discussed herein.

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“…En este período los logros de progreso más importantes son: construcción permanente del objeto, iniciales representaciones y el inicio de la función simbólica. (Marcelino, De Sousa, Cruz, & Lopes, 2012). La inteligencia pre operacional (2-6 años), tiene rasgo distintivo de progresiva simbolización, en la cual se recalca: ejecución de juegos de imaginación, diferenciación de algunas palabras tiene Pensamiento y lenguaje centrados en la actualidad de las acciones concretas (Valega, 2016); así miso se destacan algunas limitaciones como: egocentrismo, no acepta la contradicción, dominancia de la percepción y la intuición y la precausalidad, no distingue circunstancia y consecuencia.…”

Section: Introductionunclassified

Programa Integrador Para Promover La Resolución De Problemas en Estudiantes De Educación Básica Regular

Espinoza

2021

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El objetivo del estudio fue, demostrar que el diseño y aplicación de un laboratorio didáctico integrador, contribuye a mejorar la resolución de problemas de regularidad, equivalencia y cambio, en educandos del Quinto Ciclo de Educación Básica Regular de las Instituciones Educativas San Martin de Porres N° 10014 y N° 10005 “Santa Rosa de Lima” -Pimentel-Chiclayo - Lambayeque. El trabajo se fundamentó en la perspectiva socio formativa, desde las perspectivas actuales se sostiene que el aprendizaje matemático ligado a la resolución de problemas, debe tener como líneas directrices: experiencias concretas, situaciones significativas, proceso de abstracción, aprendizaje por descubrimiento y cambio de estructuras mentales. Fue un estudio aplicado, Asimismo, se ejecutó métodos con enfoque mixto de diseño anidado. Se trabajó con una población de 289 aprendices del quinto ciclo de las entidades formadoras N° 10014 y N° 10005, obteniéndose la muestra mediante el procedimiento no probabilístico, siendo su tamaño de 133 educandos. Los resultados obtenidos evidenciaron que en el pre test tanto los educandos del grupo experimental como de control con promedios que oscilan entre 10,63 y 12,5, muestran deficiencias en el desarrollo de la competencia; en cambio en el pos test, los promedios del grupo experimental de 15,92 y 16,93, muestran un cambio importante. La conclusión central, es que resultado de la aplicación del LDI, los aprendices se ubican en el dominio fundamenta respuestas sobre relaciones de cambio y equivalencia, con capacidad para, construrir aseveraciones sobre variables, reglas algebraicas , propiedades algebraicas y razonar de manera inductiva-dedcuitiva, comprobando propiedades.

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Multi-Year Longitudinal Investigation of Children's Early Mathematics Development

Cited by 3 publications

References 23 publications

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

Predictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children

Teaching mathematics in ‘different tongues’

Programa Integrador Para Promover La Resolución De Problemas en Estudiantes De Educación Básica Regular

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