Document Type : Original Article

Authors

1 isfahan university

2 Full Professor, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

3 Full Professor, Faculty of Education and Psychology, University of Isfahan, Isfahan.

4 Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

Abstract

This study aims to investigate the effectiveness of practical math education in preschool on math competency and learning behaviors of children. The research method was quasi-experimental. Sixty preschool children (female) were selected using the accessible sampling method. The children were randomly divided into two experimental and control groups. At first, the mathematical competence test was given to both groups.  While the control group received a typical preschool education based on the usual textbooks and worksheets, the practical instruction was used in the experimental group. The learning program was performed over a period of six months. After completing the educational program, both groups were tested. Results demonstrated a significant difference between the two groups in math competency. The study of learning activities during education showed that the program was effective in the type of activity, verbal behaviors, and engagement of children. And it has the greatest impact on the type of activity.

Keywords

عریضی سامانی، ح. ر.؛ کاوسیان، ج. و کدیور، پ. (۱۳۸۳). پایایی سنجی و اعتبار یابی مقیاس شایستگی ریاضی کودکان اوترخت در دانش‌آموزان دختر و پسر پیش‌دبستانی و دبستان شهر اصفهان. فصلنامه نوآوری‌های آموزشی، 3(۹)، ۳۴-۴۱.
کهن صدق، ص. (۱۳۸۶). آزمون سنجش مهارت‌های پایه ریاضی در بدو ورود به دبستان. تهران: دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی.
کوئین، ک. (2010). آماده‌سازی کودکان برای ورود به پیش‌دبستانی و دبستان. ترجمه عابدی و حسام (1392). اصفهان: نشر نوشته.
Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069.
Byrnes, J. P., & Wasik, B. A. (2009). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity–propensity analysis. Contemporary Educational Psychology, 34(2), 167-183.
Clarke, B., Baker, S., Smolkowski, K., Doabler, C., Strand Cary, M., & Fien, H. (2015). Investigating the efficacy of a core kindergarten mathematics curriculum to improve student mathematics learning outcomes. Journal of Research on Educational Effectiveness, 8(3), 303-324.
Dyson, N. I., Jordan, N. C., & Glutting, J. (2013). A number sense intervention for low-income kindergartners at risk for mathematics difficulties. Journal of learning disabilities, 46(2), 166-181.
Farran, D. C., Kang, S., & Plummer, C. (2003). Child observation in preschool manual. Unpublished Manuscript. Nashville, TN: Vanderbilt University.
Ginsburg, H. P., & Baroody, A. J. (1990). Test of early mathematics ability: Examiner's manual. Pro-Ed.
Hofer, K. G., Farran, D. C., & Cummings, T. P. (2013). Preschool children's math-related behaviors mediate curriculum effects on math achievement gains. Early Childhood Research Quarterly, 28(3), 487-495.
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2008). Development of number combination skill in the early school years: When do fingers help?. Developmental Science, 11(5), 662-668.
Kinzie, M. B., Whittaker, J. V., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., & Kilday, C. R. (2014). MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning. Early Childhood Research Quarterly, 29(4), 586-599.
Kohansedgh, S. (2003). Basic Math Skills Test at Primary School, Tehran: Allameh Tabatabaei University, Faculty of Psychology and Educational Sciences. [Persian]
Mononen, R., Aunio, P., & Koponen, T. (2014). Investigating RightStart mathematics kindergarten instruction in Finland. Journal of Early Childhood Education Research.
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early childhood research quarterly, 36, 550-560.
Oreizi, H. R., Kavousian, J., & Kadivar, P. Reliability Assessment and validation of the Utrecht Scale for Isfahan Children in Mathematical Competence. Tehran: Quarterly Journal of Educational Innovations, Year Three, 3(9), 34-41. [Persian]
Passolunghi, M. C., & Costa, H. M. (2016). Working memory and early numeracy training in preschool children. Child Neuropsychology, 22(1), 81-98.
Perry, B., MacDonald, A., & Gervasoni, A. (2015). Mathematics and transition to school: Theoretical frameworks and practical implications. In Mathematics and Transition to School (pp. 1-12). Springer, Singapore.
Piaget, J. (1965). The stages of the intellectual development of the child. Educational psychology in context: Readings for future teachers, 63(4), 98-106.
Powell, D. R., Burchinal, M. R., File, N., & Kontos, S. (2008). An eco-behavioral analysis of children's engagement in urban public school preschool classrooms. Early Childhood Research Quarterly, 23(1), 108-123.
Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466.
Queen, K. (2014). Preparing children to enter pre-school and primary school, Translated by Ahmad Abedi,Isfahan: Neveshteh Publisher. [Persian]
Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26(4), 853-870.
Sarama, J., Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489-502.
Torbeyns, J., Van den Noortgate, W., Ghesquière, P., Verschaffel, L., Van de Rijt, B. A., & Van Luit, J. E. (2002). Development of early numeracy in 5-to 7-year-old children: A comparison between Flanders and The Netherlands. Educational Research and Evaluation, 8(3), 249-275.
Vitiello, V. E., Booren, L. M., Downer, J. T., & Williford, A. P. (2012). Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly, 27(2), 210-220.