Preschool children's mathematical knowledge: The effect of teacher "math talk."

Abstract

This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year.

Why is number word learning hard? Evidence from bilingual learners

“…What we do know is that these stages -and the delays between them -vary in length between individuals and between groups of children and thus are highly malleable (e.g., Dowker, 2008;Klibanoff, Levine, Huttenlocher, Vasilyeva & Hedges, 2006). Evidence for the malleability of the knower level transitions is potentially important to understanding what drives learning.…”

Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki

“…The effects of mathematical experience provided to children by preschool are also important when the positive effects of environment provided to children in the early years on cognitive development are taken into account (Klibanoff, Levine, Huttenlocher, Vasilyeva, and Hedges, 2006). With enrolling to a preschool education, teachers start to play a central role in teaching mathematical concepts for children (Hamre and Pianta, 2001;Perry, Donohue, and Weinstein, 2007).…”

Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries

“…However, recent research has illustrated the importance of this activity as early as preschool (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006;Parrish, 2010). Mathematical discourse in primary and secondary school has long been considered an important aspect of mathematics teaching and learning (Nickson, 1992).…”