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Mariana, Neni – Indonesian Mathematical Society Journal on Mathematics Education, 2010
Few researches have been concerned about relation between children's spatial thinking and number sense. Narrowing for this small research, we focused on one component of spatial thinking, that is structuring objects, and one component of number senses, that is cardinality by determining quantities. This study focused on a design research that was…
Descriptors: Spatial Ability, Numeracy, Number Concepts, Preschool Children
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Watts, Tyler W.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine; Bailey, Drew H. – Journal of Research on Educational Effectiveness, 2017
Early educational intervention effects typically fade in the years following treatment, and few studies have investigated why achievement impacts diminish over time. The current study tested the effects of a preschool mathematics intervention on two aspects of children's mathematical development. We tested for separate effects of the intervention…
Descriptors: Mathematics Education, Program Effectiveness, Mathematics Skills, Correlation
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Çelik, Meryem – Journal of Education and Learning, 2017
This study was carried out to determine whether there is a relationship between the preschool teachers' attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent…
Descriptors: Preschool Teachers, Teacher Attitudes, Mathematical Aptitude, Preschool Children
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Parks, Amy Noelle; Wager, Anita A. – Journal of Early Childhood Teacher Education, 2015
This article examines the bodies of knowledge that influence and inform the teaching of mathematics methods courses for preservice early childhood teachers, focusing on the U.S. context. In particular, the article reports on an analysis of scholarship published over the last 20 years in four journals (two focused on early childhood education and…
Descriptors: Mathematics Instruction, Preservice Teachers, Preschool Teachers, Early Childhood Education
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Wu, Su-Chiao; Lin, Fou-Lai – EURASIA Journal of Mathematics, Science & Technology Education, 2016
A group of teacher educators and practitioners in mathematics education and early childhood education generalized a set of inquiry-based mathematics models for Taiwanese young children of ages 3-6 and designed a series of inquiry-based mathematics curriculum tasks in cultivate the children's diverse mathematical concepts and mathematical power. In…
Descriptors: Inquiry, Preschool Curriculum, Mathematics Curriculum, Active Learning
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Björklund, Camilla; Barendregt, Wolmet – Scandinavian Journal of Educational Research, 2016
Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…
Descriptors: Foreign Countries, Early Childhood Education, Elementary School Teachers, Preschool Teachers
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Ertle, Barbrina B. – Journal of Early Childhood Teacher Education, 2017
This article reports on the findings of manipulative analyses performed by preservice and in-service teachers in an early childhood teacher education program mathematics methods course. The activities are intended to model and promote mathematical analyses for better discrimination between mathematics manipulatives by early childhood teachers.…
Descriptors: Teaching Methods, Manipulative Materials, Mathematics Instruction, Preschool Teachers
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Palmér, Hanna; Henriksson, Jenny; Hussein, Rania – Early Childhood Education Journal, 2016
In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a…
Descriptors: Foreign Countries, Preschool Children, Toddlers, Mathematics Instruction
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Furnari, Emily C.; Whittaker, Jessica; Kinzie, Mable; DeCoster, Jamie – Grantee Submission, 2017
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student…
Descriptors: Accuracy, Alternative Assessment, Children, Correlation
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Karatas, Ilhan; Guven, Bulent; Öztürk, Yasin; Arslan, Selahattin; Gürsöy, Kadir – EURASIA Journal of Mathematics, Science & Technology Education, 2017
The aim of this study was to determine pre-school teachers' beliefs about teaching mathematics to young learners. In this context, we compared preschool teachers' beliefs with mathematical learning, talent-development-age appropriateness for mathematical learning, the nature of mathematics, the curriculum, teacher efficacy, and the teacher's role…
Descriptors: Preschool Teachers, Teacher Attitudes, Beliefs, Mathematics Instruction
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Hannula-Sormunen, Minna M.; Lehtinen, Erno; Räsänen, Pekka – Mathematical Thinking and Learning: An International Journal, 2015
This seven-year longitudinal study examined how children's spontaneous focusing on numerosity (SFON), subitizing based enumeration, and counting skills assessed at five or six years predict their school mathematics achievement at 12 years. The participants were 36 Finnish children without diagnosed neurological disorders. The results, based on…
Descriptors: Preschool Children, Arithmetic, Mathematics Skills, Foreign Countries
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Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K. – Early Childhood Education Journal, 2017
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…
Descriptors: Preschool Teachers, Faculty Development, Academic Achievement, Pedagogical Content Knowledge
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Usman, Ahmed Ibrahim – European Journal of Science and Mathematics Education, 2015
Knowledge and understanding of mathematical operations serves as a pre-reequisite for the successful translation of algebraic word problems. This study explored pre-service teachers' ability to recognize mathematical operations as well as use of those capabilities in constructing algebraic expressions, equations, and their solutions. The outcome…
Descriptors: Foreign Countries, Mathematical Concepts, Secondary School Mathematics, Pedagogical Content Knowledge
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Lee, Jae Eun – International Journal of Early Childhood, 2017
The study investigated preschool teachers' pedagogical content knowledge (PCK) in mathematics. The construct of PCK for teaching mathematics in preschool involves three components: (1) noticing mathematical situations in which children engage; (2) interpreting the nature of children's math activity; and (3) enhancing children's mathematical…
Descriptors: Pedagogical Content Knowledge, Knowledge Base for Teaching, Preschool Teachers, Mathematics Instruction
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de Souza, Antonio Carlos; Lopes, Celi Espasandin; de Oliveira, Débora – Statistics Education Research Journal, 2014
This paper presents discussions on stochastic education in early childhood, based on two doctoral research projects carried out with groups of preschool teachers from public schools in the Brazilian cities of Suzano and São Paulo who were participating in a continuing education program. The objective is to reflect on the analysis of two didactic…
Descriptors: Foreign Countries, Statistics, Early Childhood Education, Public Education
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