Initial math skills and persistent math difficulties
| Autor: | Rebeca Siegenthaler Hierro, Ana Miranda Casas, Jessica Mercader Ruiz, Mª Jesús Presentación Herrero |
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| Jazyk: | English<br />Spanish; Castilian<br />Italian<br />Portuguese |
| Rok vydání: | 2017 |
| Předmět: | |
| Zdroj: | INFAD, Vol 3, Iss 1, Pp 233-242 (2017) |
| Druh dokumentu: | article |
| ISSN: | 0214-9877 2603-5987 92372511 |
| DOI: | 10.17060/ijodaep.2017.n1.v3.992 |
| Popis: | The aim of the present study was to analyse the differences in certain basic mathematical competences (for example, counting, logical operations, magnitude comparability skills) assessed in. Early Childhood Education between children with persistent difficulties in the area of mathematics in 2nd Primary Education and children with adequate performance. The final sample of the study consisted of 180 children (composed initially of 209 pre-schoolers), of which 6.6% showed persistent mathematics difficulties (n = 12) and 45.5% presented an adequate performance in both measurements (n = 82). In Early Childhood Education we administered counting, logical operations (seriation, classification, conservation and numerical inclusion) and comparison of magnitudes (symbolic and non-symbolic) of the TEDI-MATH test (Grégoire, Noël, Van Nieuwenhoven, 2005). Results evidenced differences in 4 of the 8 basic mathematical competences analysed in Early Childhood Education, with especially significant effects on the ability to compare symbolic numbers and to manage verbal numerical sequence. The implications of these findings for psychoeducational research and practice are discussed. |
| Databáze: | Directory of Open Access Journals |
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