Results 231 to 240 of about 75,176 (269)

The Early Numeracy Test in Finnish: Children's norms

Scandinavian Journal of Psychology, 2006
This article concerns psychometric aspects of the Finnish Early Numeracy Test, which has been translated from the original Dutch Early Numeracy Test. The advantage of the test is that young children's numerical skills can be assessed systematically, which was not possible previously in Finland.
Aunio, P., Hautamäki, J., Heiskari, P., van Luit, J.E.H.   +3 more
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Promoting early abstraction to promote early literacy and numeracy

Journal of Applied Developmental Psychology, 2009
A learning-set procedure was used to teach the oddity principle, insertions into series, and number conservation to 85 kindergarten children who did not grasp these abstractions. Control groups were given lessons in kindergarten literacy, numeracy, or art in sessions matched in timing and extent.
Robert Pasnak, Julie K. Kidd, Marinka K. Gadzichowski, Debbie A. Gallington, Robin P. Saracina, Katherine T. Addison   +5 more
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Early numeracy

2018
Because of a greater need to focus on early achievement in mathematics and increased global competition in this area, emphasis is increasingly being placed upon screening and monitoring of math development in early elementary to ensure progress for all students.
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Individual Differences in Early Numeracy

Journal of Psychoeducational Assessment, 2009
In this study, the question was raised how basic cognitive processes are related to math abilities and how it can be best determined which children are at risk for developing those disabilities. The role of four distinct basic processes in the development of early mathematics was investigated: executive functions, fluid intelligence, subitizing, and ...
Kroesbergen, E.H., van Luit, J.E.H., van Lieshout, E.C.D.M., van Loosbroek, E., van de Rijt, B.A.M.   +4 more
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Early childhood numeracy in a multiage setting

Mathematics Education Research Journal, 2005
This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings.
Frid, Sandra, Wood, K.
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Parental Numeracy Expectations, Home Numeracy Activities, and Children’s Early Numeracy Skills in Mainland China Across Urban and Rural Areas

Early Education and Development
Research Findings: This study aimed to examine the relationships between HNE (parental numeracy expectations and home numeracy activities) and children's early numeracy skills, as well as the moderating effect of area level in the relationship between home numeracy activities and early numeracy, were explored.
Han Yuan, Tijs Kleemans, Eliane Segers
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Assessment of early numeracy development

2020
Frühes mengen- und zahlenbezogenes Wissen (early numeracy) ist einer der stärksten Prädiktoren für spätere Lernerfolge in der Schulmathematik. Hauptziel der Mathematiklehrkräfte der ersten Klassen sollte es daher sein, Lernmöglichkeiten anzubieten, die es allen Schüler*innen erlauben, fundierte mengen- und zahlenbezogene Fähigkeiten zu erwerben ...
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The Cognitive Foundations of Early Childhood Numeracy

2022
This chapter provides an overview of the challenges facing young children as they acquire early number concepts, and the power of domain general processes to support this learning. Four specific domain general cognitive processes are reviewed—statistical learning, structure mapping, language acquisition, and spatial cognition.
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Number and Numeracy in Early Greek Literature

Syllecta Classica, 2008
The issue of Greek numeracy before c. 550 BC has been neglected, though an understanding of it is necessary to appreciate the intellectual history of Greece in the archaic period. After the Bronze Age, Greeks developed their numerical sophistication in a largely native context, and research in linguistics, anthropology, and cognitive studies suggests
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Strengthening Literacy and Numeracy in Early Childhood

2015
Abstract Drawing from the inclusive pedagogical approach in action framework and Pierre Bourdieu’s social theory concepts of habitus, field and capital, this chapter positions literacy and numeracy learning as core components of further learning, and living successfully in the world.
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