The Development of Quantitative Competencies in Preschool Children

学龄前儿童定量能力的发展

• 批准号: 1250359
• 负责人: David Geary
• 金额: $ 191.1万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1250359&HistoricalAwards=false
• 关键词: Development; Quantitative; Competencies; Preschool; Children

This project is a five-year longitudinal study designed to examine early foundations of formal mathematical learning. Approximately, 250 children in Missouri will be assessed twice per year from preschool through first grade. Specific competencies to be measured include number, number relations, and number operations as well as language, executive function, attention, IQ, and social behavior. Symbolic and non-symbolic quantitative skills are considered. Data collected on this project will link to the Missouri Longitudinal Study of Mathematical Development and Disability.Competence in arithmetic and basic algebra has been shown to be strongly related to employability, wages, and on-the-job productivity. Children who begin school behind their peers in mathematical competencies tend to stay behind throughout their schooling. The goal of this project is to conduct a longitudinal study with at-risk 3 year olds to improve the field?s understanding of the development of early numeracy development in young children and its relation to school mathematics outcomes. The project hopes to shed light on how domain general executive functions, nonverbal intelligence, and verbal intelligence interact with quantitative knowledge to lead to math achievement at the end of kindergarten.

该项目是一项为期五年的纵向研究，旨在研究正规数学学习的早期基础。密苏里州大约有250名儿童将从学前班到一年级每年接受两次评估。具体的能力包括数字，数字关系和数字运算以及语言，执行功能，注意力，智商和社会行为。被认为是象征性和非象征性的定量技能。该项目收集的数据将与密苏里州数学发展和残疾纵向研究相联系。算术和基础代数能力已被证明与就业能力、工资和在职生产力密切相关。开始上学时数学能力落后于同龄人的孩子往往会在整个上学期间都落后。这个项目的目标是进行一项纵向研究，与风险3岁的奥尔兹，以改善该领域？对幼儿早期算术能力发展的理解及其与学校数学成绩的关系。 该项目希望阐明领域一般执行功能，非语言智力和语言智力如何与定量知识相互作用，从而在幼儿园结束时取得数学成绩。