Pre-School Children's Behavioral Patterns and Performances in Learning Numerical Operations with a Situation-Based Interactive E-Book

Autor/inn/en	Li, Juan; Ma, Fengzhan; Wang, Yannan; Lan, Ruoxi; Zhang, Yanrong; Dai, Xiaotong
Titel	Pre-School Children's Behavioral Patterns and Performances in Learning Numerical Operations with a Situation-Based Interactive E-Book
Quelle	In: Interactive Learning Environments, 28 (2020) 2, S.148-165 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1636085
Schlagwörter	Foreign Countries; Preschool Children; Kindergarten; Interaction; Electronic Publishing; Books; Mathematics Instruction; Number Concepts; Numeracy; Instructional Effectiveness; Teaching Methods; Mathematics Achievement; Learning Processes; Experimental Groups; Control Groups; Learning Strategies; Peer Relationship; High Achievement; Low Achievement; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Rechenkompetenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Peer-Beziehungen; Unterdurchschnittliche Leistung
Abstract	In this study, a situation-based interactive e-book system was developed for improving children's learning performance of numerical operations. To evaluate the effectiveness of the system, an experiment was conducted in one kindergarten. The results showed that the proposed approach significantly improved the children's learning achievements. There was also a significant difference in the approach to learning of the two groups of subjects who worked with and without the e-book. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of the experimental and control groups as well as of the low- and high-achievers in the experimental group. It was found that the experimental group children tried more strategies to complete tasks, while the control group and the low-achievement children paid more attention to peer communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01