An Exploratory Look at the Relationships among Math Skills, Motivational Factors and Activity Choice

Autor/inn/en	Edens, Kellah M.; Potter, Ellen F.
Titel	An Exploratory Look at the Relationships among Math Skills, Motivational Factors and Activity Choice
Quelle	In: Early Childhood Education Journal, 41 (2013) 3, S.235-243 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0540-y
Schlagwörter	Spatial Ability; Persistence; Mathematics Skills; Preschool Children; Dramatic Play; Teacher Evaluation; Computer Games; Mixed Methods Research; Student Motivation; Learning Activities; Numeracy; Learner Engagement; Attention; Self Control; Self Concept; Video Technology; Interviews; Observation; Rating Scales; Teacher Attitudes; Correlation + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Ausdauer; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dramatisches Mittel; Theaterstück; Teacher appraisal; Lehrerbeurteilung; Computer game; Computerspiel; Computerspiele; Schulische Motivation; Lernaktivität; Rechenkompetenz; Aufmerksamkeit; Selbstbeherrschung; Selbstkonzept; Interviewing; Interviewtechnik; Beobachtung; Rating-Skala; Lehrerverhalten; Korrelation
Abstract	This study of a preschool classroom of 4 year old children examines underlying skills of number sense such as counting and spatial skills and Spontaneous Focusing on Numerosity. It also investigates children's patterns of engaging in spontaneous mathematical activities in free-play activity centers in relation to behaviors associated with classroom achievement such as attention/persistence, self-regulation, perceived math ability, and motivation. A mixed method design with structured empirical measures and naturalistic observations was used. Several data sources were analyzed, including videotaped interviews, systematic observational data, and teacher ratings. Findings indicate that children who spontaneously focus on numerosity are advanced in their counting skills. Teacher rating of motivation and interest is also correlated with counting skills and spatial skills. Teacher rating of persistence is correlated with counting skills and child self-reports of persistence in math correlated with spatial skills. Variability existed in free play activity time, with social or dramatic play the only activity observed for all children. The major math activities chosen were those involving block construction and some computer games. It was noted that students less skilled in math tended to choose less cognitively challenging activities involving small motor tasks rather than more cognitively challenging activities. Using a Vygotskian socio-cultural lens, several suggestions are made about how verbal interactions with teachers and other adults may contribute to children's cognitive competence in math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10