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Spontaneous focusing on numerosity and the development of early numerical skills

自发地关注数字和早期数字技能的发展

基本信息

批准号：
ES/L010089/1
负责人：
Sophie Batchelor
金额：
$ 29.2万
依托单位：
Loughborough University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2014
资助国家：
英国
起止时间：
2014 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FL010089%2F1
关键词：
Spontaneous focusing numerosity development early

项目摘要

Project themeThis research project will look at the development of children's numerical skills in the preschool and primary school years. It will explore new ways of supporting early numerical development through informal number-based activities. BackgroundWe know from recent research that children show individual differences in numerical skills even before they start school. These differences appear to have long lasting effects, with numerical knowledge before school predicting mathematical skills throughout primary and secondary school. As such, it is important to uncover the factors which affect children's early numerical development. One important factor (which has recently been discovered) is the extent to which children recognise and use numbers in informal everyday settings. Or, in other words, the extent to which children spontaneously focus on numbers. Studies have shown that preschool children show individual differences in their tendency to spontaneously focus on numbers, and these differences predict both current numerical skills and later mathematics success in school. This raises interesting questions as to whether we can support early numerical development by training children to focus on numbers in informal everyday settings. Research activitiesThe research in this project will address three questions:1) Why does spontaneous focusing on numbers predict early numerical skills? 2) How does formal mathematics instruction affect children's tendency to spontaneously focus on numbers?3) Can we increase children's tendency to spontaneously focus on numbers? If so, does this lead to better mathematical outcomes?To address these questions I will carry out three strands of research:1) I will give children (aged 4-5 years) a range of tasks designed to measure their numerical skills and the extent to which they spontaneously focus on numbers. I will look at the strength of the relationship between these skills to uncover the reasons why children's tendency to spontaneously focus on numbers has a positive influence on numerical skills. 2) Working with researchers across Europe I will look at the extent to which children spontaneously focus on numbers in preschools and primary schools in Northern Ireland, England, Belgium and Finland. Children in these countries all start school (and are first introduced to formal mathematics instruction) at different ages; 4, 5, 6, and 7 years, respectively. This provides a natural opportunity to uncover the effect of formal mathematics instruction on children's tendency to spontaneously focus on numbers. 3) Working closely with preschool teachers and parents I will design informal number-based activities that encourage children to spontaneously focus on numbers. These will be simple, low-cost activities that can be easily integrated into everyday preschool routines. I will evaluate the effectiveness of these activities by measuring children's numerical skills (and the extent to which they spontaneously focus on numbers) before and after the activities have been introduced. Sharing findingsThe project findings will further our theoretical understanding of the factors affecting children's early numerical development. They will be of interest to researchers in developmental psychology and mathematics education. I will publish findings nationally and internationally through journals, conferences and workshops. The findings will also have important practical applications for early years mathematics education. As such, they will be shared with those involved in children's education directly (e.g. teachers, parents) and indirectly (e.g. educational policymakers). I will produce a variety of written publications including project newsletters, education magazine articles and education policy reports. I will also organise national teacher workshops and I will develop practical resources including teacher packs, online podcasts and mobile applications.

项目主题这个研究项目将着眼于儿童在学前和小学阶段的数字技能的发展。它将探索通过非正式的基于数字的活动支持早期数字发展的新方法。背景我们从最近的研究中得知，儿童在上学之前就表现出了数字技能的个体差异。这些差异似乎具有长期的影响，学前的数字知识可以预测整个小学和中学的数学技能。因此，揭示影响儿童早期数字发展的因素是很重要的。一个重要的因素（最近发现的）是儿童在非正式的日常环境中识别和使用数字的程度。或者，换句话说，孩子们自发地关注数字的程度。研究表明，学龄前儿童在自发关注数字的倾向上表现出个体差异，这些差异预测了当前的数字技能和后来在学校的数学成功。这就提出了一个有趣的问题，即我们是否可以通过训练儿童在非正式的日常环境中专注于数字来支持早期的数字发展。研究活动本项目的研究将解决三个问题：1）为什么自发关注数字预测早期的数字技能？2)正规的数学教学如何影响儿童自发地关注数字的倾向？3)我们能增加孩子们自发地关注数字的倾向吗？如果是这样，这是否会导致更好的数学结果？为了解决这些问题，我将进行三方面的研究：1）我将给孩子（4-5岁）一系列任务，旨在测量他们的数字技能和他们自发关注数字的程度。我将研究这些技能之间关系的强度，以揭示儿童自发关注数字的倾向对数字技能产生积极影响的原因。2)我将与欧洲各地的研究人员合作，研究北方爱尔兰、英格兰、比利时和芬兰的学龄前和小学儿童自发关注数字的程度。这些国家的儿童都在不同的年龄开始上学（并首次引入正式的数学教学）;分别为4岁，5岁，6岁和7岁。这提供了一个自然的机会，揭示正式的数学教学对儿童的倾向，自发地专注于数字的影响。3)与幼儿教师和家长密切合作，我将设计非正式的基于数字的活动，鼓励孩子们自发地关注数字。这些都是简单、低成本的活动，可以很容易地融入日常的学前教育。我将评估这些活动的有效性，通过测量儿童的数字技能（以及他们自发关注数字的程度）之前和之后的活动已经介绍。研究结果分享研究结果将进一步从理论上理解影响儿童早期数字发展的因素。他们将感兴趣的发展心理学和数学教育的研究人员。我将通过期刊、会议和研讨会在国内和国际上发表研究结果。研究结果对早期数学教育也有重要的实际应用价值。因此，将与直接（如教师、家长）和间接（如教育决策者）参与儿童教育的人分享这些信息。我将撰写各种书面出版物，包括项目通讯、教育杂志文章和教育政策报告。我还将组织国家教师研讨会，并将开发实用资源，包括教师包，在线播客和移动的应用程序。