Features of the Development of Mathematical Skills of First-Graders in Different Educational Programs

Abstract

Background. Relevance of this study is determined by the increased interest in mathematical education in recent years. Teachers and researchers are concerned about the conditions and means of developing mathematical education. Along with this, there is no consensus on what constitutes mathematical abilities, what is their structure and development. Objective. Th e aim of this study is to compare the development of mathematical skills of fi rst-graders in diff erent educational programs and to identify specifi c to each program features. Sample. Th e study sample consisted of 434 fi rst-graders of Moscow schools (54.8% of boys), among which: 37.1% of fi rst-graders learn programs of increased complexity, 44% — traditional programs, 18.9% — developmental education program. Methods. An author’s set of tasks was developed to diagnose the mathematical skills of fi rst-graders in this study. It included “classical” tasks children must perform regardless of the training program and “specifi c” tasks that test the awareness of meaning of the mathematical actions performed. Results. Th e analysis showed that most of the classical mathematical skills are not related to the character of the program and it developed by all fi rst-graders in the course of training. However, complex arithmetic skills (working with twodigit numbers and searching for an unknown sum component) developed more eff ectively in programs of increased complexity. Specifi c skills related to reasonable action with a number (tasks for a number line or measurement) showed an ambiguous development dynamic. Conclusion. Th is study allows us to form a hypothesis that the selecting students for programs aff ects only the rate of development of a number of classical mathematical skills. Whereas specifi c skills are more dependent on the content of the program. It requires further study.

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

“…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.…”

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

“…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.”…”

“…In the published article Sidneva et al ( 2022 ) was mistakenly not cited in the article. The citation has now been inserted in Discussion , Paragraph 3, which should read:…”