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Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions

机译:评估分化教学方法对数学教学方法的有效性,具有不同级别的行政职能的学龄前儿童

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Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different instructional approaches: traditional, contextual, and modeling. The sample included 100 children aged 6–7 years (M = 6.5 years), of whom 43% were boys. Each experimental condition included children with low, middle, and high levels of CP, as determined based on the NEPSY-II subtests. The children with low CP levels showed higher results in assimilating the notion of area after being taught using the contextual approach. In contrast, children with high CP levels showed a higher mastery of the concept of area following the use of the modeling approach. The results suggest the importance of CP development in building ways of mastering mathematical content. This contributes to choosing the optimal path of teaching mathematics for preschoolers, taking into account the development of their cognitive processes to improve their academic performance.
机译:以前的研究发现,在行政职能的发展中,数学能力的发展预测了学生的后续学术表现。本研究旨在评估教导地区概念到学龄前儿童的有效性,具有不同程度的认知过程(CP),包括执行职能和短期记忆。该实验通过使用三种不同的教学方法引入了概念:传统,上下文和建模。该样品包括100岁6-7岁的儿童(M = 6.5岁),其中43%是男孩。每个实验条件包括基于Nepsy-II SubTests的低,中间和高水平CP的儿童。 CP水平低的儿童显示出更高的结果,在使用上下文方法后,在教导后吸收面积的概念。相比之下,具有高CP水平的儿童显示使用建模方法后的面积概念更高掌握。结果表明CP开发以掌握数学内容的方式的重要性。这有助于选择学龄前儿童教学数学的最佳路径,同时考虑到他们的认知过程的发展,以提高学业成绩。

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