Enhancing Early Numeracy by Promoting the Abstract Thought Involved in the Oddity Principle, Seriation, and Conservation

Autor/inn/en	Kidd, Julie K.; Pasnak, Robert; Gadzichowski, Marinka; Ferral-Like, Melissa; Gallington, Debbie
Titel	Enhancing Early Numeracy by Promoting the Abstract Thought Involved in the Oddity Principle, Seriation, and Conservation
Quelle	In: Journal of Advanced Academics, 19 (2008) 2, S.164-200 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	Young Children; Mathematics Instruction; Student Diversity; Cognitive Processes; Teaching Methods; Intervention; Kindergarten; Mathematics Curriculum; Art Education; Numeracy; Mathematical Concepts; Abstract Reasoning; Cognitive Ability; Instructional Effectiveness; Mathematical Logic + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Rechenkompetenz; Abstraktes Denken; Denken; Denkfähigkeit; Unterrichtserfolg; Mathematical logics; Mathematische Logik
Abstract	Although many students who enter kindergarten are cognitively ready to meet the demands of the kindergarten mathematics curriculum, some students arrive without the early abstract reasoning abilities necessary to benefit from the instruction provided. Those who do not possess key cognitive abilities, including understandings of conservation, insertions into series, and the oddity principle, are at a disadvantage when attempting to master mathematical concepts and skills that require early abstract thought. Recognizing the need to address this gap, this study examined the effects of an intervention designed to teach children conservation, insertions into series, and the oddity principle. The study included 78 kindergartners enrolled in a culturally, linguistically, and socioeconomically diverse metropolitan school district. Students were randomly divided among one of three groups: cognitive intervention, numeracy instruction, and art instruction. Instruction for each group was matched in number, timing, and extent of sessions. The study found that kindergartners who received the cognitive intervention scored significantly higher on measures of cognitive ability than those in the comparison group who participated in the art instruction or those who received numeracy instruction. On the Woodcock-Johnson III Applied Problems scale, those in the cognitive intervention scored significantly higher than those who received art instruction. Those in the cognitive intervention and those in the numeracy intervention performed similarly. These results suggest that it is possible to provide instruction that enhances the cognitive abilities of kindergartners who do not possess key reasoning abilities. In addition, there is evidence that promoting early abstract thought can enhance kindergartners' mathematical abilities. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10