The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment

Li, Li; Zhou, Xinlin; Gao, Xuliang; Tu, Dongbo

doi:10.1007/s11858-020-01153-x

Cited by 9 publications

(7 citation statements)

References 36 publications

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“…Some implement and analyse fine-grained differences in (teaching) actions and the effects on children's attention to certain content (Paliwal and Baroody 2020; Mulligan et al 2020), while others study the effects of attentiveness to children's experiences and knowledge and the related choices of tasks (Clements et al 2020;Grando and Lopes 2020). Nevertheless, essential to studying intervention success or failure is how learning outcomes are measured and interpreted, which is also an important aspect of early childhood mathematics education research (Li et al 2020).…”

Section: What Lessons Can Be Drawn From Interventions?mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020-4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children's mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

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Section: What Lessons Can Be Drawn From Interventions?mentioning

confidence: 99%

Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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“…This can be based on the theoretical assumptions regarding what the necessary conditions for learning mathematics are, and serves as a foundation for developing preschool practice. When evidence of learning outcomes is provided, or even indications of children's learning outcomes from participating in such activities, it is often measured in terms of developed skills (e.g., Li et al, 2020;Mulligan et al, 2020). Rarer are investigations of what makes a difference for children's learning (or not learning) in terms of what an activity or interaction is affording the child to discern, even though this should be a critical issue in early childhood education research but also for justifying theory in empirical contexts (see Clements et al, 2020;Kullberg et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading

Björklund

Palmér

2022

Educ Stud Math

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In this article, we direct attention to what becomes critical in teaching activities for toddlers (1–3-year-olds) to learn the meaning of numbers. One activity we thoroughly explore is interactive book reading, based on previous research indicating positive learning outcomes from this type of mathematical activity, as it has shown to simultaneously embrace the child’s perspective and encourage interaction and ‘number talk.’ A specially designed picture book presenting small quantities was developed, and variation theory principles were embedded in both the book design and the teaching acts. Through qualitative analyses, we aim to identify what is critical in the interactive book reading sessions for toddlers to discern essential aspects of numbers, with a specific focus on the conditions for making modes of representations into resources for learning. Preschool teachers frequently read the book to 27 toddlers over the course of a year. Video documentation of their reading sessions was analyzed, and exposed the significance of addressing the child’s perspective when choosing what representation to emphasize and in what ways connections within and between representations can be made. Thus, the study contributes knowledge on the teaching of numbers with toddlers, and problematizes as well as extends the potential of interactive book reading as a quality-enhancing educational tool.

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“…Pentingnya belajar matematika tidak terlepas dari perannya dalam berbagai kehidupan, misalnya berbagai informasi dan gagasan yang banyak dikomunikasikan atau disampaikan dengan bahasa matematika, serta banyaknya masalah yang dapat disajikan ke dalam matematika. Fokus penting dalam pembelajaran matematika di sekolah adalah pemecahan masalah (Li et al, 2020;Peng et al, 2020;Smith & Mancy, 2018;Wilson et al, 2011). Kemampuan pemecahan masalah sangat penting, bukan saja bagi mereka yang kemudian hari akan mendalami matematika, melainkan juga bagi mereka yang akan menerapkannya dalam bidang studi lain maupun kehidupan sehari-hari (Nugroho & Dwijayanti, 2019).…”

Section: Pendahuluanunclassified

Meningkatkan Kemampuan Pemecahan Masalah Siswa Dengan Menerapkan Model Problem Posing

Wawat

2022

edu

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Fokus penting dalam pembelajaran matematika di sekolah adalah pemecahan masalah. Namun beberapa hasil studi menunjukkan kemampuan pemecahan masalah siswa masih rendah sehingga perlu ada upaya untuk meningkatkannya. Beberapa literatur menunjukkan model pembelajaran problem posing efektif dalam meningkatkan kemampuan siswa dalam memecahkan masalah pada pembelajaran matematika. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah dengan menerapkan model Problem Posing. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas yang dilakukan melalui dua siklus kegiatan dengan tahapan perencanaan, tindakan, observasi dan refleksi. Penelitian ini dilaksanakan di SDN Sadasari III dengan subjek penelitian adalah siswa kelas IV yang berjumlah 26 orang. Teknik pengumpulan data menggunakan observasi dan tes, dengan alat yang digunakan adalah lembar observasi dan soal pemecahan masalah matematika. Berdasarkan data yang dikumpulkan menunjukkan bahwa kemampuan pemecahan masalah matematika siswa meningkat dari siklus 1 hingga siklus 2. Dari hasil tersebut dapat disimpulkan bahwa model problem posing dapat meningkatkan kemampuan pemecahan masalah siswa dalam pembelajaran matematika.

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The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment

Cited by 9 publications

References 36 publications

Research on early childhood mathematics teaching and learning

Research on early childhood mathematics teaching and learning

Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading

Meningkatkan Kemampuan Pemecahan Masalah Siswa Dengan Menerapkan Model Problem Posing

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