Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Schalk, Lennart; Saalbach, Henrik; Grabner, Roland H.; Stern, Elsbeth

doi:10.5964/jnc.v2i2.29

Cited by 3 publications

(3 citation statements)

References 37 publications

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“…For example, Native Numbers includes three sets of five activities using the different representations for quantity recognition, ordinality, and relational language. Studies of relational language and ordinality with young participants are underexplored areas of numerical cognition, as are studies using number rods, which are introduced as the first activity (e.g., Coles & Sinclair, 2018;Goffin & Ansari, 2016;Schalk et al, 2016;Morsanyi et al, 2018;Venenciano et al, 2012).…”

Section: Future Directions For Classroom Use and Researchmentioning

confidence: 99%

Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

et al. 2021

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Intelligent Tutoring Systems are a genre of highly adaptive software providing individualized instruction. The current study was a conceptual replication of a previous randomized control trial that incorporated the intelligent tutoring system Native Numbers, a program designed for early numeracy instruction. As a conceptual replication, we kept the method of instruction, the demographics, the number of kindergarten classrooms (n = 3), and the same numeracy and intrinsic motivation screeners as the original study. We changed the time of year of instruction, changed the control group to a wait-control group, added a maintenance assessment for the first group of participants, and included a mathematical language assessment. Analysis of within- and between-group differences using repeated measures ANOVA indicated gains of numeracy were significant only after using Native Numbers (Partial Eta Square = 0.147). Results of intrinsic motivation and mathematical language were not significant. The effect size of numeracy achievement did not reach that of the original study (Partial Eta Square = 0.622). Here, we compared the two studies, discussed plausible reasons for differences in the magnitude of effect sizes, and provided suggestions for future research.

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Section: Future Directions For Classroom Use and Researchmentioning

confidence: 99%

Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

et al. 2021

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“…In the last decade, increasing numbers of researchers have challenged the dominant cardinal view of number cognition, and have investigated tasks that engage ordinal or relational thinking (e.g., Schalk et al, 2016). For example, Lyons and Beilock (2011) created an ordinal task that consists of a sequence of three numerals (instead of symbols, dots can be used as well).…”

Section: Challenges To the Dominance Of Cardinalitymentioning

confidence: 99%

“…The significance of the number song and language point to a powerful temporal sense of number. Schalk et al (2016) report on a study that followed children from Grades 1 to 3 and found a correlation between the capacity for relational reasoning (assessed via continuing patterns in numbers of objects) and mathematical achievement tested two and a half years later. This study again provides behavioural evidence for the idea that relational judgments between quantities (which are linked to ordinality) are significant for mathematical success.…”

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confidence: 99%

Re-thinking ‘normal’ development in the early learning of number

Coles

Sinclair

2018

J. Numer. Cogn.

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In this article we suggest that, notwithstanding noted differences, one unmarked similarity across psychology and mathematics education is the continued dominance of the view that there is a 'normal' path of development. We focus particularly on the case of the early learning of number and point to evidence that puts into question the dominant narrative of how number sense develops through the concrete and the cardinal. Recent neuroscience findings have raised the potential significance of ordinal approaches to learning number, which in privileging the symbolic-and hence the abstract-reverse one aspect of the 'normal' development order. We draw on empirical evidence to suggest that what children can do, and in what order, is sensitive to, among other things, the curriculum approach-and also the tools they have at their disposition. We draw out implications from our work for curriculum organisation in the early years of schooling, to disrupt taken-forgranted paths.Keywords: early number, development, mathematics, teaching, technology The Developmental Narrative in Psychology and Learning NumberFollowing Piaget, it is perhaps an easy temptation to interpret sequences of child behaviour in terms of a developmental path both in general and, in our particular concern in this article, when considering the learning of number. Despite differences between the fields of psychology and mathematics education, we see one similarity (which perhaps goes unmarked) in the use of development or trajectory metaphors to explain behaviour. A good example of such logic is from the first volume of this journal: 'The results of the current study revealed a clear developmental pattern through which preschoolers traverse towards Arabic digit knowledge' (Knudsen et al., 2015, p. 21), a conclusion reached as a result of interpreting children's responses to a series of tasks. We can understand the interest that both cognitive scientists and mathematics educators might have in identifying developmental progressions, however, we would like to call into question the very notion of a 'natural' or 'normal' developmental sequence. We question, for example, whether tasks framed in a different manner might have 'revealed' different patterns of 'development' (Hughes & Donaldson, 1979). We also want to In the context of early childhood education, Fowler (2017) argues that tensions around the use of developmental theory arise in part from the different types of development in question. In the Piagetian approach, in which development drives learning, the focus is on development of "universals" such as object permanence and speech. In the Vygotskian approach, where learning drives development, the focus is on learning non-universals, such as reading and counting. In recommending that teachers adopt a multidimensional framework, in which they are aware of how the relationship varies between learning and development within the universal versus non-universal developmental sequence, Fowler does not disrupt the notion of a normal developmental path....

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The Socioeconomic Status Label Associated With Mathematics

Feza

2018

Global Ideologies Surrounding Children's Rights and Social Justice

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The socioeconomic status of learners has implications for research and the provision of mathematics education. Literature has shown that learners from a disadvantaged socioeconomic background begin their education with a gap. Hence, a lot of research advocates for quality early childhood stimulation, aiming to close such gaps. The South African government-commissioned reviews which discovered that the challenges faced by ECD provision are inequities and poor quality education in some schools. Furthermore, mathematics assessment studies' results point to poor foundational knowledge of learners, especially those from low socioeconomic backgrounds. However, little is known about the level of numeracy knowledge possessed by these learners before they enter the reception class. Interviews with 26 reception class learners conducted at the beginning of the year revealed that they demonstrate numeracy knowledge and skills that are above the curriculum expectations which shows a challenge to the kind of educator these learners are exposed to as they do not have formal teacher training.

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Relational quantitative reasoning in kindergarten predicts mathematical achievement in third grade

Cited by 3 publications

References 37 publications

Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication

Re-thinking ‘normal’ development in the early learning of number

The Socioeconomic Status Label Associated With Mathematics

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