Effectiveness of Different Teaching Resources for Forming the Concept of Magnitude in Older Preschoolers with Varied Levels of Executive Functions

Veraksa, Аleksander; Sidneva, Anastasia N.; Асланова, Маргарита С.; Plotnikova, Valeria A.

doi:10.11621/pir.2022.0405

Cited by 10 publications

(11 citation statements)

References 21 publications

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“…Such work guarantied positive emotions and attitude toward mathematical knowledge in children. This data supports the idea of the previous publication about positive effects of the work of young scholar in teams (Glozman and Plotnikova, 2021;Sidneva et al, 2022). The study allows to think that introduction of mathematical knowledge might be presented as attractive and pleasant collective activity.…”

Section: Discussionsupporting

confidence: 89%

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The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children

et al. 2023

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IntroductionThe process of teaching and learning mathematics in primary school represents an obstacle for both teachers and pupils. According to the historical-cultural conception of development and education, the way how intellectual concepts are initially introduced may radically affect a student’s success in learning. The historical-cultural conception of development, together with activity theory, may serve as the basis for creating a novel methodology for pedagogical work on mathematical concepts with pre-school and school children.MethodsThe goal of the present study was to show the effects of work with an original program for the initial introduction of mathematical concepts to young school children. The program included reflexive symbolic and logical actions on the materialized and perceptual level, which were introduced and performed collectively by six-year-old children under the guidance and assistance of a teacher. The pupils were tested before and after their work with the program.ResultsThe results showed important qualitative and quantitative progress by the children in solving the tasks of the assessment, together with an increment of reflection on their intellectual actions.DiscussionThe study points to the necessity for more intensive and extensive research, involving specialists in psychology and pedagogy trained in cultural-historical methodology.

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Section: Discussionsupporting

confidence: 89%

“…The children were tested before and after their work with the program. The process of assessment was individual and included originally organized tasks ( Veraksa et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children

et al. 2023

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“…e works of Talyzina (2017; and Nikola & Talyzina (2017) provide both a conceptual knowledge of mathematics, and of psychological development and pedagogical forms of work in the classroom. e results of our study show the possibility of providing necessary external help not only during the process of solving problems, but also earlier, starting from the formation of the concept of number and the decimal system (Rosas, 2019;Veraksa et al, 2022).…”

Section: Discussionmentioning

confidence: 55%

“…e data from our study shows that another means of teaching and evaluation of learning exists. Dynamic evaluation shows the possibility and necessity of using intellectual actions on di erent levels, such as level of materialized, perceptive, and verbal actions (Veraksa, et al, 2022). e important aspect of solving a problem is the understanding of the conceptual content of the problem, so that the student may re ectively act with each element of the problem, not in isolation but jointly as a complex intellectual action (Solovieva, et al, 2021;Solovieva, Quintanar, & Sidneva, 2023).…”

Section: Discussionmentioning

confidence: 99%

A Dynamic Evaluation of the Process of Solving Mathematical Problems, according to N.F. Talyzina's Method

Rosas-Rivera,

Solovieva

2023

Psych. Rus.

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Background. The process of teaching mathematics represents a challenge for primary education, due to the different perspectives and disciplines involved. In addition, as an active and flexible process, it requires feedback on what the students actually achieved. An analysis of the different learning and development outcomes allows the teacher to understand the mathematical content and the method of teaching it in the classroom, with the objective of promoting the students’ conceptual development. Objective. The objective of our study was to analyze the general skills for problem solving which students developed, by applying dynamic evaluation. Design. A verification method was used to identify the students’ abilities and difficulties. A protocol for evaluating the process of solving mathematical problems was organized. The assessment included four simple problems and four complex ones. The participants were 15 students in the third grade of primary school attending a private school located in Mexico City. Results. The results showed that the students identified the types of mathematical operations (addition, subtraction, multiplication, and division) required to solve the problems as their objective. Therefore, their preparation of a solution plan, its execution, and its verification were based only on empirical thinking and quantitative information. Conclusions. We concluded that problem-solving is an intellectual activity that requires conceptual development to carry out a solution plan, execute it, and verify it, in addition to the main objective of answering the question posed by the problem. We propose that these characteristics be included in the organization of mathematics teaching in order to develop mathematical thinking.

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“…In the “From birth to school” educational program, which is widely used in Moscow kindergartens, authors emphasized that the physical environment itself does not guarantee the presence of a child’s initiative and its realization; it is rather guaranteed by an adult ( Veraksa et al, 2019 ). The “From birth to school” program emphasizes the role of how exactly the teacher offers the child new knowledge: what type of orientation he/she uses to master children mental actions ( Burmenskaya, 2022 ), what teaching resources for forming concepts he/she uses ( Veraksa et al, 2022 ), how he/she supports independence and initiative in typical activities of a preschool child (e.g., playing, cognitive activities, etc.) ( Karabanova, 2022 ; Veraksa, 2022 ) which is also evaluated in the Instructional Support domain of the CLASS, method.…”

Section: Discussionmentioning

confidence: 99%

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

Bukhalenkova,

Almazova,

Aslanova

2023

Front. Psychol.

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The conducted research was devoted to comparison of kindergartens’ educational environment quality evaluation via ECERS-R and CLASS methods. Both methods were applied in the same kindergarten groups. Therefore, in this study we attempted to find out if the educational environment quality assessments acquired via the two methods mentioned above would coincide. We analyzed the results from the cultural-historical psychology perspective. The educational environment quality assessment has been conducted in 83 Moscow kindergarten groups where study 5 to7 years old preschoolers. The correlation analysis results show that the ECERS-R method subscales are not related to the “Emotional support” CLASS domain, however, a significant correlation with the total ECERS-R score has been revealed. The “Classroom Organization” CLASS domain has the highest number of correlations to the ECERS-R subscales (4) as well as to the total ECERS-R score. The “Instructional Support” domain is connected only to the Parents and Staff subscale within the ECERS-R method. As a result of comparing groups with relatively low and high quality of the educational environment, that were identified based on the evaluation via the ECERS-R and CLASS methods, a good agreement between the results has been revealed. However, a fairly large number of groups with high CLASS scores have made it to the pool of average-low ECERS-R scores, which demonstrates a non-linear connection between the educational environment quality evaluations according to these two methods. Research allows to conclude that the ECERS-R and CLASS approaches complement each other well.

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Effectiveness of Different Teaching Resources for Forming the Concept of Magnitude in Older Preschoolers with Varied Levels of Executive Functions

Cited by 10 publications

References 21 publications

The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children

The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children

A Dynamic Evaluation of the Process of Solving Mathematical Problems, according to N.F. Talyzina's Method

Similarities and differences between CLASS and ECERS-R estimates of educational environment quality

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