Developmental pathways of early numerical skills during the preschool to school transition
Developmental pathways of early numerical skills during the preschool to school transition
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DOI：
10.1016/j.learninstruc.2021.101484
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发表时间：
2021-04-09
影响因子：
6.2
通讯作者：
Simms, Victoria
中科院分区：
文献类型：
--
作者：
Cahoon, Abbie;Gilmore, Camilla;Simms, Victoria
大多数纵向证据探索了平均发展水平，表明有限数量的变量之间的关系以相同的方式适用于所有学习者。这是第一次使用以人为中心的方法(即潜伏性转换分析)调查学龄前儿童群体中多组分数字技能的纵向研究，从而允许调查不同亚组随时间推移的数学技能的学习路径。对128名年龄在43-54个月(时间1)的儿童在8个月内的三个时间点进行了跟踪，涵盖了从学前教育到小学一年级的过渡。研究结果表明，数学学习有五种发展路径，其中一些群体的入学进步比其他群体更快。那些处于低数量技能路径的儿童的生长速度低于更高级的路径，这可能是由于缺乏对基数的理解。研究结果强调了随着时间的推移，语言和工作记忆能力对数学技能发展的潜在重要性。
Most longitudinal evidence explores the average level of development, suggesting that the relationships between a limited number of variables applies to all learners in the same way. This is the first longitudinal study that investigates multiple component numeric skills within a preschool population using a person-centered approach (i.e., a latent transition analysis), thus allowing for an investigation of different subgroup learning pathways of mathematical skills over time. 128 children aged 43-54 months (at Time 1) were tracked at three time points over 8 months encompassing the transition from preschool through to their first year of primary education. Findings suggest that there are five developmental pathways of mathematical learning with some groups of children making more rapid progress on entry to school than other groups. Those children in the low number skill pathway have a lower rate of growth than more advanced pathways, possibly due to a lack of understanding in cardinality. Findings highlighted the potential importance of language and working memory abilities on mathematical skills development over time.