Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms

Indicators Measuring Preschool Teachers’ Stimulation Quality – Theoretical background and empirical testing

“…Along with this, Anders, Roßbach and Kuger (2016) report a vast number of factors that affect children's development and are therefore subject to empirical examination. One prominent factor within the scope of early childhood education deals with the effects of quality as it is considered to be a key towards children's mathematics learning (McGuire et al, 2015). Against this background, particularly process quality (Anders et al, 2012) and instruction (Blazar, 2015;Mashburn et al, 2008) are regarded to be important.…”

“…This might be the reason why some researchers "draw upon the fairly extensive research on mathematics teaching at older age levels to develop an understanding of what such teaching involves in the case of young children" (Ginsburg & Amit, 2008, p. 275). All aspects considered, the absence of indicators might explain the rather small number of studies that have examined early mathematics instructional quality (McGuire, Kinzie, Thunder & Berry, 2015). However, there are three observation instruments that have been applied in most of these studies: the Classroom Observation of Early Mathematics Environment and Teaching (COEMET; Sarama & Clements, 2007), the Classroom Assessment Scoring System (CLASS; Pianta, La Paro & Hamre, 2008) and the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980).…”

Modelo conceptual y tecnológico para apoyo a niños con discalculia

“…-Almacenamiento de la información. Esta etapa se caracteri-za por el ordenamiento, categorización o simple titulación de la información mientras se desarrolla el proceso en curso (proceso perfuncional (MCGUIRE, KINZIE, THUNDER, & BERRY, 2014).…”