기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
서지반출
Early Mathematical Learning: Number Processing Skills and Executive Function at 5 and 8 Years of Age
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • Early Mathematical Learning: Number Processing Skills and Executive Function at 5 and 8 Years of Age
저자명
Sonia L. J. White,Donna Berthelsen,Sue Walker,Kate E. Williams
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2015년|9권 3호(통권20호)|pp.45-66 (22 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.26MB)
주제분야
유아교육학
원문 미리보기는 1페이지만 제공 됩니다. 전체 페이지 보기를 원하실 경우 다운로드열람하기를 이용해 주세요.
서지반출

영문초록

This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers’ understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers’ classroom practices.

목차

Introduction
Method
Results
Discussion
References

참고문헌 (38건)

  • Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54, 517l Revidoi:10.1146/ annurev.psych.54.111301.145442
  • Australian Council for Educational Research (2012). Monitoring Australian Year 4 student achievement internationally: TIMSS and PIRLS 2011. Retrieved from http:// www.acer.edu.au/research/ns/iea-timss-2011-and-pirls/
  • Australian Curriculum, Assessment and Reporting Authority (2012). The shape of the Australian curriculum (Version 4). Sydney: Author. Retrieved from www.acara.edu.au
  • Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660. doi: 10.1111/j.1467-8624.2010.01499.x
  • Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29, 109-160. doi: 10.1017/s0140525x060009034
  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. doi: 10.1111/j.1467-8624.2007.01019.x
  • Bull, R., Espy, K. A., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Educational Psychology Papers and Publications. Paper 76. doi: 10.10808/87565640801982312. Retrieved from http://digitalcommons.unl. edu/edpsychpapers/76
  • Bull, R., Espy, K. A., Wiebe, S. A., Sheffield, T. D., & Nelson, J. M. (2011). Using confirmatory factor analysis to understand executive control in preschool children: Sources of variation in emergent mathematic achievement. Developmental Science, 14, 679–692. doi: 10.1111/j.1467-7687.2010.01012.x
  • Caro, D. H., McDonald, T., & Willms, J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence, Canadian Journal of Education, 32, 558-590.
  • Clark, C. A., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176- 1191. doi: 10.1037/a0019672
  • E-Prime [Computer software]. Sharpsburg, PA: Psychology Software Tools. Retrieved from http:/www.ptsnet.com
  • Feigenson, L., Libertus, M. E., & Halberda, J. (2013). Links between the intuitive sense of number and formal mathematics ability. Child Development Perspectives, 7, 74-79. doi:10.1111/cdep.12019
  • Forget-Dubois, N., Lemelin, J., Boivin, M., Dionne, G., Seguin, J., Vitaro, F., Tremblay, R. (2007). Predicting early school achievement with the EDI: A longitudinal populationbased study. Early Education and Development, 18, 405-426. doi: 10.1080/ 10409280701610796
  • Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22, 23-27. doi:10.1177/0963721412469398
  • Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 24, 411-429. doi: 10.1016/j.cogdev.2009.10.001
  • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121-151. doi: 10.1016/j.jecp.2004.03.002
  • Gelman, R, (2000). The epigenesis of mathematical thinking. Journal of Applied Developmental Psychology, 21, 27–37. doi: 10.1016/s0193-3973(99)00048-9
  • Ginsburg, H. P., & Baroody, A. J. (2003). Test of early mathematics ability (3rd ed.). Austin, Texas: Pro-Ed.
  • Gutman, L. M., Sameroff, A. J., & Cole, R, (2003). Academic trajectories from first to twelfth grades: Growth curves according to multiple risk and early child factors. Developmental Psychology, 39, 777-790. doi: 10.1037/0012-1649.39.4.777
  • Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44, 1457–1465. doi: 10.1037/a0012682
  • Halberda, J., Mazzocco, M., & Feigenson, L. (2008). Individual differences in nonverbal number acuity predict maths achievement. Nature, 455, 665-668. doi:10.1038/ nature07246
  • International Association for the Evaluation of Education Achievement (2012). The Trends in International Mathematics and Science Study (TIMSS) 2011. Retrieved from http://timssandpirls.bc.edu/timss2011/index.html
  • Jordan, J. A., Mulhern, G., & Wylie, J. (2009). Individual differences in trajectories of arithmetical development in typically achieving 5- to 7-year-olds. Journal of Experimental Child Psychology, 103, 455-468. doi: 10.1016/j.jecp.2009.01.011
  • Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15, 60-68. doi: 10.1002/ddrr.46
  • Kolkman, M. E., Kroesbergen, E. H., & Leseman, P. M. (2013). Early numerical development and the role of non-symbolic and symbolic skills. Learning and Instruction, 25, 95-103. doi:10.1016/j.learninstruc.2012.12.001
  • Lee, K., Ng, S. F., Pe, M. L., Ang, S. Y., Hasshim, M. N. A. M., & Bull, R. (2010). The cognitive underpinnings of emerging mathematical skills: Executive functioning, patterns, numeracy, and arithmetic. British Journal of Educational Psychology, 82, 82- 99. doi:10.1111/j.2044-8279.2010.02016.x
  • McClelland, M. M., Acock, A. C., & Morrison, F. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490. doi: 10.1016/j.ecresq.2006.09.003
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerta, A., & Wager, T. D. (2000). The unit and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100. doi: 10.1006/cogp.1999.0734
  • Panamath [Computer software]. Baltimore, MD: John Hopkins University. Retrieved from http://panamath.org/
  • Ponitz, C., McClelland, M., Matthews, J., Morrison, F., & García Coll, C. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605-619. doi: 10.1037/a0015365
  • Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in lowincome children’s numerical knowledge through playing number board games. Child Development, 79, 375-394.
  • Ramani, G. B., & Siegler, R. S., (2011). Reducing the gap in numerical knowledge between low- and middle-income preschoolers. Journal of Applied Developmental Psychology 32, 146–159. doi: 10.1016/j.appdev.2011.02.005
  • Swanson, H.L., & Jerman, O. (2006). Math disabilities: A preliminary meta-analysis of the published literature on cognitive processes. In T. Scruggs & M. Mastropieri (Eds.), Applications of Research Methodology, Volume 1 - Advances in Learning and Behavioral Disabilities (pp. 285-314). Bristol, UK: Elsevier.
  • Szucs, D., & Goswami, U. (2013). Developmental dyscalculia: Fresh perspectives. Trends in Neuroscience and Education, 2, 33-37. doi: 10.1016/j.tine.2013.06.004
  • Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427-449. doi:10.1016/j.intell.2006.09.001
  • Van der Ven, S. H. G., Kroesbergen, E. H., Boom, J., & Leseman, P. P. M. (2012). The development of executive functions and early mathematics: A dynamic relationship. British Journal of Educational Psychology, 82, 100-119. doi:10.1111/j.2044- 8279.2011.02035.x
  • White, S., & Szucs, D. (2012). Representational change and strategy use in children's number line estimation during the first years of primary school. Behavioral and Brain Functions, 8, 112. doi: 10.1186/1744-9081-8-1. Retrieved from http://www.behavioralandbrainfunctions. com/content/8/1/1.
  • Wright, I., Waterman, M., Prescott, H., & Murdoch-Eaton, D. (2003). A new Stroop-like measure of inhibitory function development: typical developmental trends. The Journal of Child Psychology and Psychiatry, 44, 561-575. doi: 10.1111/1469-7610.00145
구매하기 (5,100)
추천 연관논문