Numeracy Skills Empowerment from Preschool [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).

Autor/inn/en	Mascia, Maria Lidia; Fastame, Maria Chiara; Agus, Mirian; Penna, Maria Pietronilla
Titel	Numeracy Skills Empowerment from Preschool [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (16th, Cagliari, Italy, Nov 7-9, 2019).
Quelle	(2019), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Numeracy; Mathematics Skills; Young Children; Mathematics Instruction; Teaching Methods; Computer Assisted Instruction; Kindergarten; Foreign Countries; Conventional Instruction; Skill Development; Italy; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Italien
Abstract	The development of numerical abilities was examined in 59 children aged 5 years divided into three groups: one control group (n = 15) and two experimental groups (pencil-and-paper mathematical training: n = 29: computerized mathematical training: n = 15). The participants were assessed both before and after a battery of validated tests assessing numerical abilities (BIN test) and fluid intelligence (CPM test). The three groups showed similar values in the pre-test assessment regarding these two dimensions. A gain between post-test and pre-test scores was calculated; this result underlines significant differences between experimental groups and the control group in the four areas evaluated by the BIN test. This study shows the efficacy of both computer-assisted and pencil-and-paper training in enriching numerical intelligence; pencil-and-paper mathematical training seems to be more effective in some areas. This aspect leads us to reflect about this result and to deepen the research with subsequent experiments. [For the complete proceedings, see ED608557.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01