Development of SFON in Ecuadorian Kindergartners     

Gina Bojorque  Joke Torbeyns  Minna Hannula-Sormunen  Daniël Van Nijlen  Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2017,32(3):449-462

This study explored the development of Ecuadorian Kindergartners’ spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school year, and an early numerical abilities achievement test at the beginning of the school year. Results first demonstrated limited SFON development during the kindergarten year, with inter-individual differences and intra-individual stability of children’s SFON tendency. Second, both children’s SFON tendency and their early numerical abilities at the start of the kindergarten year were predictively related to their SFON tendency at the end of the year. Our results do not only add to our theoretical understanding of SFON in young children, but also inform educational policy and practices in the domain of early mathematics education in Ecuador, as they provide building blocks for optimizing the educational goals and curricula for kindergarten mathematics.  相似文献   

Ecuadorian children’s repeating patterning abilities and its association with early mathematical abilities     

Bojorque  Gina  Gonzales  Neli  Wijns  Nore  Verschaffel  Lieven  Torbeyns  Joke 《European Journal of Psychology of Education - EJPE》2021,36(4):945-964

European Journal of Psychology of Education - Young children’s early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young...  相似文献   

Early number and arithmetic performance of Ecuadorian 4-5-year-olds     

Gina Bojorque  Joke Torbeyns  Jheni Moscoso  Daniël Van Nijlen  Lieven Verschaffel 《Educational studies》2015,41(5):565-586

This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed.  相似文献