Educational tools to introduce the concept of magnitudes in preschoolers
Comparative effectiveness / Herramientas educativas para introducir el concepto de magnitudes en preescolares: efectividad comparativa
Bibliographic Data
| ID | 12486557 |
|---|---|
| Authors | Аleksander Veraksa (0000-0002-7187-6080, Lomonosov Moscow State University), Alexander Nikolayevich Veraksa (Lomonosov Moscow State University), Anastasiya Nikolaevna Sidneva (Lomonosov Moscow State University), Маргарита С Асланова (0000-0002-3150-221X, Lomonosov Moscow State University), Valeriya A Plotnikova (0000-0003-1092-3290, Lomonosov Moscow State University, corresponding author), Yulia Solovieva (0000-0001-5610-1474, Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research) |
| Year | 2025 |
| Volume | 37 |
| Issue | 3 |
| Pages | 799-821 |
| Publication date | 2025-09-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1177/11356405251363412 |
| OpenAlex | W4414026933 |
| Language | EN |
| References cited | 15 |
The current study was aimed at the investigation of various cultural means (model, symbolic and visual) of formation of basic mathematical concepts in senior preschoolers. The authors developed four options of a programme that would allow achieving this goal. These options are similar with respect to the concepts and tasks performed by children, but they differ in means (visual example in two options [with and without play characters], model and symbol). Approbation was performed on a sample of 60 six-to-seven-year-old preschoolers (average age 6.4) that attended kindergarten groups. It was revealed that development of numerical abilities was statistically significant in all participants of the four groups during developmental classes. Yet, it wasn’t related to the particular programme in use. This could mean that the key role in the conceptualization of magnitudes is played by the actions of children organized by the educator, and what children actually do. Meanwhile, the situations and educational tools that were used clearly play some other role, which is to be identified in further research
Humanities · Cognitive and developmental aspects of mathematical skills · Developmental and Educational Neuropsychology · Educational Outcomes and Influences · Philosophy · Psychology
Executive Functioning as a Predictor of Children's Mathematics Ability
The Dimensional Change Card Sort (DCCS)
Developmental Dynamics of Math Performance From Preschool to Grade 2.
Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions
Learning executive function and early mathematics
School readiness and later achievement
What’s Past Is Prologue
| Citation velocity | historical |
|---|---|
| Highly cited | No |