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Journal articles on the topic 'Mathematics education; Child development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Bello, Rabiu Muhammad, and Yahaya M. Kamar. "ACHIEVING THE GOALS OF UNIVERSAL BASIC EDUCATION THROUGH SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION." Sokoto Educational Review 14, no. 1 (2013): 10. http://dx.doi.org/10.35386/ser.v14i1.90.

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One of the goals of Universal Basic Education (UBE) is to ensure permanent literacy such that the child becomes a productive member of the society, positively affecting all spheres of human existence. Achieving the goals of UBE programme in Nigeria is anchored on the development of Science, Technology and Mathematics Education (STME). The challenges encountered in the execution of UBE programme are similar to those of educational programmes before it; ranging from poor funding to insufficient personnel and inappropriate curricula. The rationale for the introduction of STME in Nigeria is in tan

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Fleharty, Heidi L., and Carolyn Pope-Edwards. "Family-School Partnerships: Promoting Family Participation in K-3 Teacher Professional Development." Mathematics Teacher Educator 2, no. 1 (2013): 55–73. http://dx.doi.org/10.5951/mathteaceduc.2.1.0055.

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Sixty-three teachers in a K–3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort with working with parents, may be obstacles. The purpose of the present study was to examine 2 years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these project

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3

Zembatova, Larisa T., and Kirill N. Kirichenko. "Development of moral qualities of primary school children by means of mathematics." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 114–20. http://dx.doi.org/10.29025/1994-7720-2021-2-114-120.

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The article describes the process of developing the moral qualities of primary school children by means of mathematics. In the Federal State Educational Standard (FSES) of General Education, moral development, education and socialization of students are defined as tasks of primary importance. The main programs of primary general education ensure the implementation of the Federal State Educational Standard, taking into account the type and type of educational institution, the needs and requests of students. All the materials used in the process of its implementation ensure moral development. It

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NICHD EARLY CHILD CARE RESEARCH NETWORK. "Multiple Pathways to Early Academic Achievement." Harvard Educational Review 74, no. 1 (2004): 1–29. http://dx.doi.org/10.17763/haer.74.1.k845735459043543.

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Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts indepe

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Else-Quest, Nicole M., Janet S. Hyde, and Ahalya Hejmadi. "Mother and Child Emotions during Mathematics Homework." Mathematical Thinking and Learning 10, no. 1 (2008): 5–35. http://dx.doi.org/10.1080/10986060701818644.

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6

Saxe, Geoffrey B. "The Mathematics of Child Street Vendors." Child Development 59, no. 5 (1988): 1415. http://dx.doi.org/10.2307/1130503.

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Powell, Sarah R., Paul T. Cirino, and Amelia S. Malone. "Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention." Exceptional Children 83, no. 4 (2017): 359–77. http://dx.doi.org/10.1177/0014402917690728.

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We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We randomly assigned classrooms to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsi

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Jacobs, Janis E. "Influence of gender stereotypes on parent and child mathematics attitudes." Journal of Educational Psychology 83, no. 4 (1991): 518–27. http://dx.doi.org/10.1037/0022-0663.83.4.518.

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Tarr, James E., Erica N. Walker, Karen F. Hollebrands, et al. "New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications." Journal for Research in Mathematics Education 44, no. 2 (2013): 340–52. http://dx.doi.org/10.5951/jresematheduc.44.2.0340.

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During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Behind Act (NCLB) of 2001 (NCLB, 2002) mandates that school districts receiving funding under NCLB formulate and disseminate annual local report cards that include information on how students and each school in the district performed on state assessments. This mandate has not only facilitated a growth in state testing (Wilson, 2007) but also influenc

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Blair, Clancy, and Rachel D. McKinnon. "Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten." Learning and Instruction 41 (February 2016): 85–93. http://dx.doi.org/10.1016/j.learninstruc.2015.10.001.

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11

Godwin, Amber J., Mary Margaret Capraro, William H. Rupley, and Robert M. Capraro. "Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics." Child Development Research 2017 (February 19, 2017): 1–10. http://dx.doi.org/10.1155/2017/4506098.

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The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with car

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Maher, Carolyn A., and Amy M. Martino. "The Development of the Idea of Mathematical Proof: A 5-Year Case Study." Journal for Research in Mathematics Education 27, no. 2 (1996): 194–214. http://dx.doi.org/10.5951/jresematheduc.27.2.0194.

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This longitudinal case study presents a sequence of episodes that document the mathematical thinking of one child, Stephanie, over a 5-year period. Her development of the idea of mathematical justification spans grades 1–5. Stephanie worked on several combinatorics tasks in small-group, whole-class, and individual interview settings. The documented events indicate Stephanie's progress in classifying, organizing, and reorganizing data. The study provides some significant insight into the process by which Stephanie learned to make proofs, within a setting that encouraged the development of her i

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Setyaningsih, Nining, Sri Rejeki, and Naufal Ishartono. "Developing Realistic and Child-friendly Learning Model for Teaching Mathematics." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 4, no. 2 (2019): 79–88. http://dx.doi.org/10.23917/jramathedu.v4i2.8112.

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This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp’s educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher’s learning management in the impleme

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Ebersbach, Mirjam, and Friedrich Wilkening. "Children's Intuitive Mathematics: The Development of Knowledge About Nonlinear Growth." Child Development 78, no. 1 (2007): 296–308. http://dx.doi.org/10.1111/j.1467-8624.2007.00998.x.

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Woldehanna, Tassew. "Inequality, preschool education and cognitive development in Ethiopia." International Journal of Behavioral Development 40, no. 6 (2016): 509–16. http://dx.doi.org/10.1177/0165025415627700.

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This study used longitudinal data from the Young Lives Project in Ethiopia to examine the main factors relating to preschool access and their potential effects on cognitive performance of children aged five and eight years. The results show that only one quarter of the preschool-aged children have the opportunity to attend this vital stage of education, with significant disparities by family wealth, education and regional location. Regardless of its limited coverage, preschool attendance is shown to have statistically significant positive effects on cognitive performance, measured by receptive

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Muir, Tracey. "It's in the bag: Parental involvement in a numeracy at-home program." Australasian Journal of Early Childhood 37, no. 2 (2012): 27–33. http://dx.doi.org/10.1177/183693911203700205.

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THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the l

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Syaiputra Wahyuda Meisa Diningrat, Luluk Janah, and Sakinatul Mardiyah. "Modified Bottle Cap for Improving Children’s Arithmetic Ability." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 249–63. http://dx.doi.org/10.21009/jpud.132.04.

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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition w

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Kulikovskaya, I. E. "Developing Preschool Education: Promoting and Preventing Factors." Psychological-Educational Studies 11, no. 4 (2019): 110–20. http://dx.doi.org/10.17759/psyedu.2019110409.

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The article defines the concept of “developing STEAM-education of children” as a single focused process of upbringing and education, providing the child with knowledge, understanding and assignment of value categories, on the basis of which he develops ways of behavior in the modern world. Natural sciences, technologies, engineering, art and mathematics act as a space for the development of the worldview of preschool children. Determination of the common ground of these areas determines the harmonization of the development of children in modern space. It is suggested that children need to be t

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Watts, Tyler W., Greg J. Duncan, Meichu Chen, et al. "The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations." Child Development 86, no. 6 (2015): 1892–907. http://dx.doi.org/10.1111/cdev.12416.

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20

Kang, Dr Muhammad Akhtar, and Dr Ahmad Saeed. "Measurement of Essential Skills in Mathematics; a Comparative Analysis of SSC (Grade X) and GCE (O-Level) Exam Papers." Journal of Education and Educational Development 7, no. 1 (2020): 103. http://dx.doi.org/10.22555/joeed.v7i1.2661.

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<p>The basic aim of any education system is the development of overall personality of a child but major focus of school education remains on the intellectual development of students. Mathematics is a compulsory subject in the school curriculum and is very effective in cognitive development, but, it does so if taught and assessed properly. SSC exams are very important for students as they are gauged on the basis of their results in these exams. Due to the importance of these exams, the major focus of teaching/learning process in the schools remains on achieving the highest possible grades

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Lindberg, Sara M., Janet Shibley Hyde, and Liza M. Hirsch. "Gender and Mother-Child Interactions during Mathematics Homework: The Importance of Individual Differences." Merrill-Palmer Quarterly 54, no. 2 (2008): 232–55. http://dx.doi.org/10.1353/mpq.2008.0017.

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22

Cheung, Sum Kwing, and Catherine McBride. "Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest." Early Education and Development 28, no. 5 (2016): 572–89. http://dx.doi.org/10.1080/10409289.2016.1258932.

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23

Wahyuningtyas, Dessy Putri. "Early Childhood Education Based on Life Skills for Street Children in Surabaya." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 1 (2019): 39. http://dx.doi.org/10.32332/elementary.v5i1.1365.

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Life skills of early childhood consist of personal skills and social skills. In life skills-based education in early childhood is of course related to aspects of child development, namely physical, cognitive, language, social emotional, and spiritual. This research method uses normative research, with the approach used in life skills-based education is a contextual approach. While the methods used are interactive methods, role playing, open discussion and small group activities can also use modeling, observation, situation analysis, one to one rehearsal, debates, and games as a method of theac

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Hidayatulloh, Taufik, Elindra Yetti, and Hapidin. "Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 215–30. http://dx.doi.org/10.21009/jpud.142.02.

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Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developin

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Moon, Ui Jeong, and Sandra L. Hofferth. "Parental involvement, child effort, and the development of immigrant boys' and girls' reading and mathematics skills: A latent difference score growth model." Learning and Individual Differences 47 (April 2016): 136–44. http://dx.doi.org/10.1016/j.lindif.2016.01.001.

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BĂLĂNEAN, DENISA, EUGEN BOTA, and SIMONA PETRACOVSCHI. "CORRECTION OF LEARNING DISORDERS BY OPTIMIZING THE DEVELOPMENT OF SPATIAL AND TEMPORAL ORIENTATION." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 66, no. 2 (2021): 43–66. http://dx.doi.org/10.24193/subbeag.66(2).15.

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Learning to read, write and calculate are proving to be some of the most significant cognitive processes in early education. The objective of this systematic review is to explore the associations between the psychomotor component and the academic achievement in writing, reading, and mathematics. An organized and methodical research of electronic databases was completed in order to determine significant studies. Twenty eligible articles were strictly evaluated, with extracted and summarized keywords. The two components of the psychomotor activity that influence reading were primarily the orient

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Cherniak, Shara, Kyunghwa Lee, Eunji Cho, and Sung Eun Jung. "Child-identified problems and their robotic solutions." Journal of Early Childhood Research 17, no. 4 (2019): 347–60. http://dx.doi.org/10.1177/1476718x19860557.

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Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not onl

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Neustroev, Nikolai Dmitrievich, Yuri Alekseevich Sleptsov, Anna Nikolaevna Neustroeva, Tuyaara Alekseevna Shergina, and Alina Alekseevna Kozhurova. "Traditional Even Child Rearing in Nomadic Conditions." Journal of Computational and Theoretical Nanoscience 16, no. 12 (2019): 5186–96. http://dx.doi.org/10.1166/jctn.2019.8584.

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This article deals with the problem of indigenous peoples’ child-rearing practices based on their traditional way of life, language and authentic ethnic culture against the background of a strong national revival of the peoples of the Russian Federation. It shows that inclement natural and climatic conditions and the vulnerable traditional way of life of indigenous peoples of the North have necessitated creation of a special national policy towards their sustainable development, which would provide for an action framework to preserve their indigenous culture, traditional way of life, and primo

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Vásquez, Claudia, Israel García-Alonso, María José Seckel, and Ángel Alsina. "Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy." Sustainability 13, no. 6 (2021): 3115. http://dx.doi.org/10.3390/su13063115.

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Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memoriz

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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.

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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The lea

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Et. al., Nermeen Singer,. "Inherent Presence Of Children In Society "Proposed Criteria And Indicators."." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 1139–55. http://dx.doi.org/10.17762/turcomat.v12i4.627.

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This study shows that achieving the child's inherent presence is a vital requirement for a life he deserves, as the child's inherent existence is the extent to which the child gets a sense of satisfaction with life. This is according to key components such as integration in mutual relationships and opportunities to develop life skills and develop children's right to express their views and create a healthy and child-friendly climate. The research supports enabling early childhood professionals to work together with children's families to achieve common outcomes for all children. Promote

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Schweinhart, Lawrence J., Shannan Mcnair, Helen Barnes, and And Mary Larner. "Observing Young Children in Action to Assess their Development: The High/Scope Child Observation Record Study." Educational and Psychological Measurement 53, no. 2 (1993): 445–55. http://dx.doi.org/10.1177/0013164493053002014.

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Kamphaus, Randy W., Jennifer S. Thorpe, Anne Pierce Winsor, Anna P. Kroncke, Erin T. Dowdy, and Meghan C. VanDeventer. "Development and Predictive Validity of a Teacher Screener for Child Behavioral and Emotional Problems at School." Educational and Psychological Measurement 67, no. 2 (2007): 342–56. http://dx.doi.org/10.1177/00131644070670021001.

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Lemons-Smith, Shonda. "Dr. Asa G. Hilliard III: Trumpeter for the Academic and Cultural Excellence of African American Children." Review of Educational Research 78, no. 4 (2008): 908–20. http://dx.doi.org/10.3102/0034654308321296.

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This article explores the scholarship of Asa G. Hilliard III on the theme of student academic and cultural excellence and the development of teachers. Throughout his career, Hilliard questioned the nation’s commitment to ensuring the academic success of all children. The premise “Do we have the will to educate all children?” is reflected throughout his work, and it is the central theme of this article. Specifically, in selected examples of his scholarship, the article highlights Hilliard’s ideas on the psychological paradigm shift required for schools and teachers to “release the genius” of ev

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Cobb, Paul. "Critique: A Reaction to Three Early Number Papers." Journal for Research in Mathematics Education 16, no. 2 (1985): 141–45. http://dx.doi.org/10.5951/jresematheduc.16.2.0141.

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The three papers on early number in the May issue of this journal (Baroody, 1984; Carpenter & Moser, 1984; Fuson, 1984) focus attention on the crucial role that child-generated or invented methods play in the development of arithmetical knowledge. I will consider just two of the many issues raised in these closely related papers. The first concerns the difficulties involved in identifying developmental sequences of methods that children construct to solve specific tasks such as subtraction problems. The second issue relates to the instructional implications of recent research on early numb

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Cashmore, Judith A., and Jacqueline J. Goodnow. "Parent-Child Agreement on Attributional Beliefs." International Journal of Behavioral Development 9, no. 2 (1986): 191–204. http://dx.doi.org/10.1177/016502548600900204.

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The present study explores the extent to which parents and their adolescent children agree with respect to their attributional beliefs. First-born Australian children of Anglo and Italian background, and their parents, ranked talent, effort and teaching according to their relative importance in the development of six areas of skill art, music, mathematics, sport, writing a story, and science. The patterns of attributions varied across the six areas of skill. It varied even more strongly according to whether the attributions were given by parents or children. Children were more likely than thei

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Palupi, Agustina Nur. "Use of Manipulative Media as A Stimulation Of Ability To Understand The Concept of Early Children's Age." Early Childhood Research Journal (ECRJ) 3, no. 2 (2020): 41–57. http://dx.doi.org/10.23917/ecrj.v3i2.11414.

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Every child has the right and needs for stimulation of his development. One of them is cognitive. Aspects of cognitive development can be stimulated through mathematics learning. But children can find it difficult to understand mathematical concepts because reasoning and logic are needed, whereas mathematical concepts are not concrete. For this reason, concrete media need to be used to demonstrate or illustrate the concept, the media are manipulative. The purpose of this study is to analyze articles and documents resulting from research on the use of manipulative media as a stimulation of the

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Caruso, Grace-Ann L. "The Development of Three Scales to Measure the Supportiveness of Relationships between Parents and Child Care Providers." Educational and Psychological Measurement 52, no. 1 (1992): 149–60. http://dx.doi.org/10.1177/001316449205200120.

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Atkins, Deborah Hammond, Katherine T. Kelly, and George S. Morrison. "Development of the Child Evaluation Measure: An Assessment of Children’s Learning across Disciplines and in Multiple Contexts." Educational and Psychological Measurement 61, no. 3 (2001): 505–11. http://dx.doi.org/10.1177/00131640121971257.

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Woolley, Michael E., Gary L. Bowen, and Natasha K. Bowen. "The Development and Evaluation of Procedures to Assess Child Self-Report Item Validity Educational and Psychological Measurement." Educational and Psychological Measurement 66, no. 4 (2006): 687–700. http://dx.doi.org/10.1177/0013164405282467.

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Chambless, Martha S., Sarah Blackwell, Carol Redding, and Angie Oswalt. "A Data “Eggs” ploration." Teaching Children Mathematics 4, no. 8 (1998): 448–51. http://dx.doi.org/10.5951/tcm.4.8.0448.

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Using Chicken Sunday by Patricia Polacco (1992) as a springboard, partners in a University of Mississippi Professional Development School (PDS) instructional team implemented an “Eggs” ploration project with a second-grade class. This two-wcck project was based on a child-centered, problem-solving approach to connecting literature and writing with mathematics (NCTM 1989), an approach that cultivates students' natural curiosity and disposition to ask questions (Winograd and Higgins 1995). The project also supported Kilpatrick's (1985) assertion that discovering and creating authentic problems s

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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.

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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activit

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Clark, Faye B., and Constance Kamii. "Identification of Multiplicative Thinking in Children in Grades 1–5." Journal for Research in Mathematics Education 27, no. 1 (1996): 41–51. http://dx.doi.org/10.5951/jresematheduc.27.1.0041.

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Textbooks present multiplication as merely a faster way of doing repeated addition. However, research has shown that multiplication requires higher-order multiplicative thinking, which the child develops out of addition. Three hundred thirty-six children in grades 1–5 were interviewed individually using a Piagetian task to study their development from additive to multiplicative thinking. Multiplicative thinking was found to appear early (45% of second graders demonstrated some multiplicative thinking) and to develop slowly (only 48% of fifth graders demonstrated consistently solid multiplicati

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Felton, Mathew D., and Mitchell Nathan. "Book Review: Exploring Sfard's Commognitive Framework: A Review of Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing." Journal for Research in Mathematics Education 40, no. 5 (2009): 571–76. http://dx.doi.org/10.5951/jresematheduc.40.5.0571.

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Discourse as a medium of learning and instruction has gained tremendous ground among educational researchers and cognitive scientists. Yet earlier notions of cognition as computation have not been reconciled with views of knowing and learning as socially mediated processes. In Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing, Anna Sfard asks us to re-imagine thinking as communication, with the hopes that this will resolve many of the current dilemmas facing research on thinking in general, and in mathematics education in particular. In doing so, she arg

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KRZYŻANOWSKA, MONIKA, and C. G. NICHOLAS MASCIE-TAYLOR. "BIOSOCIAL CORRELATES OF INTER-GENERATIONAL SOCIAL MOBILITY IN A BRITISH COHORT." Journal of Biosocial Science 45, no. 4 (2013): 481–96. http://dx.doi.org/10.1017/s0021932013000035.

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SummaryThe relationship between inter-generational social mobility of sons and daughters between 1958 and 1991 and biosocial variables, i.e. birth order, number of children in family, father's social class, region, educational attainment of child and father, educational and cognitive test scores (reading, mathematics, verbal and non-verbal IQ tests), was studied in a large British cohort study. The data used were collected as part of the British National Child Development Study (NCDS). The extent of social class mobility was determined inter-generationally and was categorized as none (no chang

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Ranjan, Vedamoni. "Education Curriculum of Learning In Children." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (2014): 33–36. http://dx.doi.org/10.21016/icepss.14017.

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To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-bala

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Syzdykbayeva, Aigul, Aigul Iskakova, and Roza Bekmagambetova. "Questions of formation of readiness of the future teacher to ensure continuity of preschool and primary mathematical education." Pedagogy and Psychology 42, no. 1 (2020): 12–25. http://dx.doi.org/10.51889/2020-1.2077-6861.02.

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The article deals with the problem of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education. The authors define the philosophical, psychological, and pedagogical essence of continuity as a pedagogical phenomenon. Continuity is defined as the General and specific goal of education, the construction of a single content line that provides effective progressive development of the child, his successful transition to the next stage of education. The article analyzes the typical curriculum of preschool education and training and the curriculum of t

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Prodea, Cosmin, and Nora Frida Blaga. "Optimizing the Physical Education Lessons for Harmonious Physical Development at Fourth Grade Students Through Dynamic Games." Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 65, no. 4 (2020): 119–30. http://dx.doi.org/10.24193/subbeag.65(4).37.

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ABSTRACT. Education begins in the moment we are born and continues our entire lives having a crucial part during our school period. This a very important period of time because it is when a child develops forms itself and learns to be conscious that everything contributes to their development as human beings. The approaching methods are very diversified, but between the ages of 7-10 (primary level) are the most appropriate and very handy to complete these tasks. Two of these tasks have the main objectives to develop the motor qualities and the harmonious physical development of children. Throu

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Et. al., Abdulrahman Nasser Alshahrany,. "Motor Skills Performance of Children with Hearing Impairment using Different Modules and Physical Education Setting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 473–87. http://dx.doi.org/10.17762/turcomat.v12i4.529.

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Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessarymotor skills to meet life requirements, s

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Hapidin, Winda Gunarti, Yuli Pujianti, and Erie Siti Syarah. "STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 262–74. http://dx.doi.org/10.21009/jpud.142.05.

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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and p

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