The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms

Boonen, Anton J. H.; Kolkman, Meijke E.; Kroesbergen, Evelyn H.

doi:10.1016/j.jsp.2011.03.002

Cited by 58 publications

(42 citation statements)

References 40 publications

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“…In a recent study, Boonen et al [2] examined whether the amount of mathematical language input from the teacher was related to the acquisition of different kinds of number abilities in kindergartners. Interestingly, they found positive relations between teacher's use of math talk relative to cardinality and performance in numerosity comparison task in which children had to select the more numerous of two sets of dots.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Relationships between approximate number system acuity and early symbolic number abilities

Mussolin¹,

Nys²,

Leybaert³

2012

Trends in Neuroscience and Education

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a b s t r a c tThe present study assessed the relationships between approximate and exact number abilities in children with little formal instruction to ask (1) whether individual differences in acuity of the approximate system are related to basic abilities with symbolic numbers; and (2) whether the link between non-symbolic and symbolic number performance changes over the development. To address these questions, four different age groups of 3-to 6-year-old children were asked to compare pairs of train wagons varying on numerical ratio, as well as to complete exact tasks including number words or Arabic numbers. When correlation analyses were conducted across age groups, results indicated that performance in numerosity comparison was associated with mastery of symbolic numbers, even when short-term memory, IQ and age were controlled for. Separate analyses by age group revealed that the precision in numerosity discrimination was related to both number word and Arabic number knowledge but differently across the development.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Whatever the specific nature of canonical patterns, the task implied to match a number of dots/fingers to a precise number word, exactly as in the give-a-number task. 2 The ANOVA was conducted only on the three easiest ratios performed by all children.…”

Section: Numerosity Comparison Taskmentioning

confidence: 99%

Relationships between approximate number system acuity and early symbolic number abilities

Mussolin¹,

Nys²,

Leybaert³

2012

Trends in Neuroscience and Education

View full text Add to dashboard Cite

show abstract

“…This session was organized around a visually engaging graphic, shown in a simpler black and white rendering in Figure 1a, that illustrated the percentage increase in math learning in a year that could be attributed to math talk in preschool and kindergarten classrooms, found in several previous studies (Boonen et al, 2011;Levine et al, 2010;Trawick-Smith et al, 2014). Staff discussed the strong influence of math talk on learning found in these studies and how such talk could potentially close the math achievement gap, also illustrated in the graphic.…”

Section: Methodsmentioning

confidence: 99%

“…They found that teachers of young children naturally used a variety of verbal strategies, such as asking open-ended math questions, to extend thinking during problem solving. Larger scale studies have reported that a high frequency of math discourse in early childhood classrooms or in homes predicts later math achievement (Boonen, Kolkman, & Kroesbergen, 2011;Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006;Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010). We conducted a study that examined adult-child math interactions during free-play periods in a university lab school serving a diverse population (Trawick-Smith, Swaminathan, & Liu, 2014).…”

Section: Math Talkmentioning

confidence: 99%

Naptime data meetings to increase the math talk of early care and education providers

Trawick-Smith

Oski

DePaolis

et al. 2016

Journal of Early Childhood Teacher Education

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“…According to Osana and Rayner (2010) it can be expected, that verbalisation of mathematical thinking has a positive impact on children's mathematical understanding. Boonen, Kolkman and Kroesbergen (2011) reported that a too diverse mathematical talk by the teacher has a negative effect. They conclude that mathematical talk through the teacher should be carefully and selectively employed.…”

Section: Games As Meaningful Mathematical Learning Tasksmentioning

confidence: 99%

Play-Based Mathematics in Kindergarten. A Video Analysis of Children’s Mathematical Behaviour While Playing a Board Game in Small Groups

et al. 2013

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Kindergarten children enjoy playing games, as games bring motivation and active learning. Many board and card games require mathematical competency and therefore, carefully selected board and card games could be used as meaningful learning tasks for mathematics education in early childhood. With this in mind, several games for fostering quantity-number competencies have been implemented in an intervention study. The study included 6 years old children and three conditions: training program (n = 110), play-based intervention (n = 89) and control (n = 125). For this article, videos involving 21 children in ten teams from one of the most widely played games in the play-based intervention were selected for in-depth analysis: the board game Shut the Box. This explorative analysis of children's mathematical behaviour and peer support whilst playing a board game allows researching in what way a specific game provides a meaningful learning task for early mathematics. The results show that children employ several mathematical skills while playing, depending on their individual quantity-number competencies. As the game can be easily repeated several times, the children practise and shape mathematical skills and monitor and support their co-player in order to increase their chances of winning the game. It is suggested, that the board game provides an adaptive and motivating setting, which can meet the learning needs of low as well as high achieving children.Keywords: quantity-number competencies, play-based early mathematics, early childhood education, play, video

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The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms

Cited by 58 publications

References 40 publications

Relationships between approximate number system acuity and early symbolic number abilities

Relationships between approximate number system acuity and early symbolic number abilities

Naptime data meetings to increase the math talk of early care and education providers

Play-Based Mathematics in Kindergarten. A Video Analysis of Children’s Mathematical Behaviour While Playing a Board Game in Small Groups

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