Journal articles on the topic 'Mathematics education; Child development'

One of the goals of Universal Basic Education (UBE) is to ensure permanent literacy such that the child becomes a productive member of the society, positively affecting all spheres of human existence. Achieving the goals of UBE programme in Nigeria is anchored on the development of Science, Technology and Mathematics Education (STME). The challenges encountered in the execution of UBE programme are similar to those of educational programmes before it; ranging from poor funding to insufficient personnel and inappropriate curricula. The rationale for the introduction of STME in Nigeria is in tandem with the goals of the United Nations, UNICEF and AU in the attainment of the rights of the child. To ensure the attainment of the rights of the child, governments have established institutions and agencies, while schools and science educators have also keyed in by forming clubs and societies that advance the course of STME. Here, a case is made for an appropriate and unambiguous redesign of the curriculum to capture basic STME components at the foundational level of Nigeria's education.

Sixty-three teachers in a K–3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort with working with parents, may be obstacles. The purpose of the present study was to examine 2 years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these projects, and the quality of the parent–child interaction. It was found that the teachers implemented a variety of projects that promoted parent participation in mathematics. Teachers were also able to utilize a cycle of inquiry to examine the progress of their project. The results showed that teachers were able to create a strong connection between the math classroom and the home environment of the child, as shown, for example, by findings related to the themes of home–school connections and mathematics curriculum of the home.

The article describes the process of developing the moral qualities of primary school children by means of mathematics. In the Federal State Educational Standard (FSES) of General Education, moral development, education and socialization of students are defined as tasks of primary importance. The main programs of primary general education ensure the implementation of the Federal State Educational Standard, taking into account the type and type of educational institution, the needs and requests of students. All the materials used in the process of its implementation ensure moral development. It is in primary school and in the family that the foundations for the formation of moral qualities and education are laid, in accordance with the objectives and challenges of modern society. The success of schooleducation depends on how well the child is brought up at home, in the family. Home education is basic and primary. The school always continues and complements the foundations that should be laid at home. It is the parents who should instill in the child an interest in future learning. This largely determines the success of the child’s education in school, that is, how interesting and meaningful the process of “education will be. The development of moral qualities forms students understanding of what is “good” and what is “bad.” The relevance of moral education in school is evidenced by many crisis phenomena of modern life: low level of public morality; loss of family values; decline of patriotic education, etc. Moral education should be given considerable attention not only in educational work, but also in all spheres of life of primary school students. The moral qualities of juniorschoolchildren should be developed by means of each academic subject included in the curriculum. In this article, the author describes his vision of the development of moral qualities of students in the study of mathematics in elementary school.

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.

We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We randomly assigned classrooms to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Behind Act (NCLB) of 2001 (NCLB, 2002) mandates that school districts receiving funding under NCLB formulate and disseminate annual local report cards that include information on how students and each school in the district performed on state assessments. This mandate has not only facilitated a growth in state testing (Wilson, 2007) but also influenced the teaching of mathematics (Seeley, 2006). More recently, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) crafted and launched the Common Core State Standards for Mathematics (NGA Center & CCSSO, 2010), which have been formally adopted by the vast majority of U.S. states and territories. The Common Core State Standards for Mathematics (CCSSM) specifies standards for mathematical content by grade in K–8 and by conceptual categories at the secondary level and identifies key Standards for Mathematical Practice that should be present in K–12 instruction. The CCSSM represents an unprecedented initiative to raise academic standards in school mathematics that will inevitably influence the development of curriculum materials, teaching, and assessment practices.

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

This longitudinal case study presents a sequence of episodes that document the mathematical thinking of one child, Stephanie, over a 5-year period. Her development of the idea of mathematical justification spans grades 1–5. Stephanie worked on several combinatorics tasks in small-group, whole-class, and individual interview settings. The documented events indicate Stephanie's progress in classifying, organizing, and reorganizing data. The study provides some significant insight into the process by which Stephanie learned to make proofs, within a setting that encouraged the development of her ideas.

This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp’s educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher’s learning management in the implementation of realistic and child-friendly learning model can be classified “very good”, 2) the prototype model is categorized “very good” in improving students’ activities , and 3) the students’ responses toward the developed mathematics instructional model are "positive”. Moreover, the syntaxes of realistic and child-friendly learning model for teaching mathematics in junior high school have been formulated, namely: 1) explaining learning objectives and motivating students, 2) providing contextual problems students familiar with, or horizontal mathematization, 3) processing abstraction or vertical mathematization, 4) devising strategies, 5) communicating solution in a discussion, and 6) giving inferences of mathematics subject-matter.

This study used longitudinal data from the Young Lives Project in Ethiopia to examine the main factors relating to preschool access and their potential effects on cognitive performance of children aged five and eight years. The results show that only one quarter of the preschool-aged children have the opportunity to attend this vital stage of education, with significant disparities by family wealth, education and regional location. Regardless of its limited coverage, preschool attendance is shown to have statistically significant positive effects on cognitive performance, measured by receptive vocabulary and mathematics tests. The effects do not also seem to fade away at a later age, as the inequality in cognitive abilities at age five continues to exist at the age of eight. Furthermore, using mediation analyses, causal chains between family backgrounds and cognitive performance were thoroughly analyzed. Bootstrap results show that preschool attendance mediates about one third of the direct effects of family wealth, education and regional location on child cognitive performance. Nevertheless, despite the importance of preschool education, public investment in this area is currently very limited, with the private sector taking the key role and exacerbating the inequality that exists between children of the rich and poor. These findings thus emphasize the need for government involvement in the form of public investment to this subsector to increase access for all children and reduce future educational inequalities.

THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.

The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). 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Use of Media for Effective Instruction its Importance : Some Consideration. Journal of Elementary Education, 18(1–2), 35–40. OECD. (2019). Mathematics Performance (PISA) 2015. https://doi.org/10.1787/04711c74-en Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi.org/10.1007/s10649-018-9863-y Preeti. (2014). Education and role of media in education system. International Journal of Scientific Engineering and Research, 2(3), 174–175. Rahman, S. (2010). Alat Permainan Edikatif untuk Program PAUD. Palu: Tadulako University Press. Rohmah, N., & Waluyo, E. (2014). 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The article defines the concept of “developing STEAM-education of children” as a single focused process of upbringing and education, providing the child with knowledge, understanding and assignment of value categories, on the basis of which he develops ways of behavior in the modern world. Natural sciences, technologies, engineering, art and mathematics act as a space for the development of the worldview of preschool children. Determination of the common ground of these areas determines the harmonization of the development of children in modern space. It is suggested that children need to be taught to cope with unexpected situations and solve problems that they have not encountered before, on the basis of value categories that act as phenomena of the child’s consciousness. The space of developing STEAM-education of children is a space of freedom: creativity (artistic, speech, technical), self-expression and self-presentation.

<p>The basic aim of any education system is the development of overall personality of a child but major focus of school education remains on the intellectual development of students. Mathematics is a compulsory subject in the school curriculum and is very effective in cognitive development, but, it does so if taught and assessed properly. SSC exams are very important for students as they are gauged on the basis of their results in these exams. Due to the importance of these exams, the major focus of teaching/learning process in the schools remains on achieving the highest possible grades in the exams. It is therefore, very important to have a deep investigation of the exam papers in order to know weather the items of these papers are measuring essential mathematical skills or not. To achieve the purpose, this study has scrutinized the papers of SSC (Grade-10) for the years 2014/2015, set by Board of Secondary Education Karachi. Items used in these papers were examined and categorized according to the levels of Mathematical Assessment Task Hierarchy (MATH) taxonomy. These items were then compared with the items of GCE (O-Level) mathematics papers, serving as benchmark papers in this study, to highlight the shortcomings. The results of the study revealed that the items of SSC papers are highly biased towards A1 (Factual Knowledge) and A2 (Routine Procedures) categories of the taxonomy. The study concluded that these items assess knowledge of facts and algorithms only and do not measure essential mathematical skills (involvement of higher levels of thinking processes) of students. As, the papers of board exams highly affect teaching/learning process, it is recommended to improve the items of papers so that essential mathematical skills can be measured. The study recommends focusing on application and problem solving skills rather than the capacity of memorization because with this practice thinking habits can not be inculcated among students which are necessary to compete with other nations in this era of globalization.</p>

Life skills of early childhood consist of personal skills and social skills. In life skills-based education in early childhood is of course related to aspects of child development, namely physical, cognitive, language, social emotional, and spiritual. This research method uses normative research, with the approach used in life skills-based education is a contextual approach. While the methods used are interactive methods, role playing, open discussion and small group activities can also use modeling, observation, situation analysis, one to one rehearsal, debates, and games as a method of theaching life skills. This life skills-based early childhood education program consists of daily living skills and personal or social skills with practical life, sensory, mathematics, language art, and cultural activities that are useful for children’s personal development.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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Learning to read, write and calculate are proving to be some of the most significant cognitive processes in early education. The objective of this systematic review is to explore the associations between the psychomotor component and the academic achievement in writing, reading, and mathematics. An organized and methodical research of electronic databases was completed in order to determine significant studies. Twenty eligible articles were strictly evaluated, with extracted and summarized keywords. The two components of the psychomotor activity that influence reading were primarily the orientation ability and the fine motor skill, which is the one responsible for the correct spelling of “mirror-writing”. Differences in motor function were observed after intervention programmes. The results of all researchers have shown that there is a link between dysgraphia, dyslexia and the orientation ability or visual perception. Meanwhile, the role of cognitive and motor skills that underpinned mathematical performance was highlighted, and children who had a high capacity for spatial and visual orientation benefited from a better understanding and perception of geometric figures. However, the importance of students'''' spatial reasoning in relation to mathematics was identified, but only in terms of geometry. Poor quality of spatial notions has been found to be one of the causes of delay in the acquisition of reading, writing and mathematical calculation. The role of fine motor skills in the writing process was also noted, being of real importance in times when the child manipulates the writing tool and puts a word or a sentence on the page.

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

This article deals with the problem of indigenous peoples’ child-rearing practices based on their traditional way of life, language and authentic ethnic culture against the background of a strong national revival of the peoples of the Russian Federation. It shows that inclement natural and climatic conditions and the vulnerable traditional way of life of indigenous peoples of the North have necessitated creation of a special national policy towards their sustainable development, which would provide for an action framework to preserve their indigenous culture, traditional way of life, and primordial living environment. In particular, it resolves the essential contradiction between the existing unified system of school education and the relevance of variable organization of traditional education for children of the indigenous peoples of the North in the nomad camp, based on their ethnic, psychological, and physiological features of development. A model for traditional Even child rearing in the nomad camp has been developed and tested as a new form of organizing children’s life during summer holidays in the North. Special aspects of educational environment for Northern children in the nomad camp have been substantiated based on a curriculum with an ethnic focus aiming to form their identity as native speakers of the language and bearers of the culture of their people and as members of the northern ethnic group. The effectiveness of ethnocultural education of Even children in the nomad camp has been experimentally proved through an ethno-pedagogical theory and practice in specific natural conditions of the North.

Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world.

The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

This study shows that achieving the child's inherent presence is a vital requirement for a life he deserves, as the child's inherent existence is the extent to which the child gets a sense of satisfaction with life. This is according to key components such as integration in mutual relationships and opportunities to develop life skills and develop children's right to express their views and create a healthy and child-friendly climate. The research supports enabling early childhood professionals to work together with children's families to achieve common outcomes for all children. Promote all learning and development outcomes. The results confirm the importance of sensitive practice and responding to children's desires and need to support their real presence in society. The study resulted in indicators and practices carried out by the child and his teachers in all five areas of the feeling of original existence which are developing children's strong sense of identity, developing children's connection to and participation in their world, improving children's sense of personal happiness, development and improvement of self-confidence in children, and developing and refining effective dialogue with children. The novelty of the study is shown from the achieving the child's original existence is a vital requirement for a life he deserves, as the child's original presence is that extent to which the child gets a sense of satisfaction with life according to key ingredients such as integration in mutual relationships and opportunities to develop life skills and develop children's right to express their own views Create a healthy environment for children.

This article explores the scholarship of Asa G. Hilliard III on the theme of student academic and cultural excellence and the development of teachers. Throughout his career, Hilliard questioned the nation’s commitment to ensuring the academic success of all children. The premise “Do we have the will to educate all children?” is reflected throughout his work, and it is the central theme of this article. Specifically, in selected examples of his scholarship, the article highlights Hilliard’s ideas on the psychological paradigm shift required for schools and teachers to “release the genius” of every child. His vision is considered within the context of traditional notions of effective teachers and teaching. Although the article primarily focuses on education broadly, select aspects of Hilliard’s work relative to mathematics education are underscored as well.

The three papers on early number in the May issue of this journal (Baroody, 1984; Carpenter & Moser, 1984; Fuson, 1984) focus attention on the crucial role that child-generated or invented methods play in the development of arithmetical knowledge. I will consider just two of the many issues raised in these closely related papers. The first concerns the difficulties involved in identifying developmental sequences of methods that children construct to solve specific tasks such as subtraction problems. The second issue relates to the instructional implications of recent research on early number.

The present study explores the extent to which parents and their adolescent children agree with respect to their attributional beliefs. First-born Australian children of Anglo and Italian background, and their parents, ranked talent, effort and teaching according to their relative importance in the development of six areas of skill art, music, mathematics, sport, writing a story, and science. The patterns of attributions varied across the six areas of skill. It varied even more strongly according to whether the attributions were given by parents or children. Children were more likely than their parents to stress the role of effort; parents were more likely than their children to stress the role of talent. Stress on effort was particularly marked among boys of immigrant background. The results were interpreted as providing support for hypotheses concerning the self-enhancing value of particular attributions and the information base used in making judgments.

Every child has the right and needs for stimulation of his development. One of them is cognitive. Aspects of cognitive development can be stimulated through mathematics learning. But children can find it difficult to understand mathematical concepts because reasoning and logic are needed, whereas mathematical concepts are not concrete. For this reason, concrete media need to be used to demonstrate or illustrate the concept, the media are manipulative. The purpose of this study is to analyze articles and documents resulting from research on the use of manipulative media as a stimulation of the ability to recognize the concept of child numbers. Method: This research uses a literature review method. There are criteria in searching journals so that 20 journals are found to be analyzed based on population, sample, variables, data analysis, type of research design, and research results. Results and discussion: Literature review shows that the use of manipulative media in early childhood education varies greatly in terms of media material, its play, and its effectiveness. The manipulative media in question such as grain media, number blocks, clock puzzles, container marbles, picture cards, congklak numbers cards, numbers fishing games, and others. While the ability to recognize the concept of numbers in question such as the meaning of the symbol number of concepts a lot a little, counting, and others. Statistical analysis shows the application of manipulative media can stimulate the ability to recognize the concept of numbers in children, increase the activities of children and teachers, and found the response of children who are happy with the use of manipulative media. Conclusion: Manipulative media can stimulate the ability to recognize the concept of child numbers.

Using Chicken Sunday by Patricia Polacco (1992) as a springboard, partners in a University of Mississippi Professional Development School (PDS) instructional team implemented an “Eggs” ploration project with a second-grade class. This two-wcck project was based on a child-centered, problem-solving approach to connecting literature and writing with mathematics (NCTM 1989), an approach that cultivates students' natural curiosity and disposition to ask questions (Winograd and Higgins 1995). The project also supported Kilpatrick's (1985) assertion that discovering and creating authentic problems should he embedded in the learning environment of young children. “The experience of discovering and creating one's own mathematics problems ought to be part of every student's education” (Kilpatrick 1987. 123).

The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

Textbooks present multiplication as merely a faster way of doing repeated addition. However, research has shown that multiplication requires higher-order multiplicative thinking, which the child develops out of addition. Three hundred thirty-six children in grades 1–5 were interviewed individually using a Piagetian task to study their development from additive to multiplicative thinking. Multiplicative thinking was found to appear early (45% of second graders demonstrated some multiplicative thinking) and to develop slowly (only 48% of fifth graders demonstrated consistently solid multiplicative thinking). It was concluded that the introduction of multiplication in second grade is appropriate but that educators must not expect all children to use multiplication, even in fifth grade.

Discourse as a medium of learning and instruction has gained tremendous ground among educational researchers and cognitive scientists. Yet earlier notions of cognition as computation have not been reconciled with views of knowing and learning as socially mediated processes. In Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing, Anna Sfard asks us to re-imagine thinking as communication, with the hopes that this will resolve many of the current dilemmas facing research on thinking in general, and in mathematics education in particular. In doing so, she argues that we should move beyond the metaphor of learning as acquiring knowledge—for example, treating knowledge of something like counting as an object that is “held” by the mind and applied when needed—to conceptualizing learning as participating in discourse—for instance, participating in a discourse that engages in counting when asked “which box has more?” Sfard begins with five quandaries facing paradigms that treat learning metaphorically as acquisition—such as, if a child “possesses” counting, then why would he or she not count when asked “which box has more?” Sfard then provides a thorough yet accessible review of previous learning paradigms, and lands finally on a redefinition of thinking as internalized communication. To break out of older modes of talking about thinking, she coins the term commognition as a mix of cognition and communication. By the end of the book, the new perspective of commognition is offered as a way to avoid the quandaries facing paradigms that treat learning as acquisition.

SummaryThe relationship between inter-generational social mobility of sons and daughters between 1958 and 1991 and biosocial variables, i.e. birth order, number of children in family, father's social class, region, educational attainment of child and father, educational and cognitive test scores (reading, mathematics, verbal and non-verbal IQ tests), was studied in a large British cohort study. The data used were collected as part of the British National Child Development Study (NCDS). The extent of social class mobility was determined inter-generationally and was categorized as none (no change in social class between the father's and index child's social class), upwardly mobile (where the index child moved up one or more social classes compared with their father) or downwardly mobile (where the index child moved down one or more social classes compared with their father). All of the biosocial variables were associated with social mobility when analysed separately. Multivariate analyses revealed that the most significant predictor of mobility categories in both sexes was education of the cohort member, followed by social class of the father. In both sexes mathematics score was a significant predicator, while in sons reading and non-verbal IQ scores were also important predictors. In the light of these results, it appears that social mobility in Britain takes place largely on meritocratic principles.

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

The article deals with the problem of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education. The authors define the philosophical, psychological, and pedagogical essence of continuity as a pedagogical phenomenon. Continuity is defined as the General and specific goal of education, the construction of a single content line that provides effective progressive development of the child, his successful transition to the next stage of education. The article analyzes the typical curriculum of preschool education and training and the curriculum of the 1st grade to determine the continuity of preschool and primary mathematical education. The authors substantiate the structure of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education, highlighting: motivational, cognitive, activity and reflexive components. The criteria, indicators and levels (low, medium, high) of the future teacher’s readiness to implement the continuity of preschool and primary mathematical education and the results of experimental work are presented. The article was published through grant funding «The best teacher of the university in 2019».

ABSTRACT. Education begins in the moment we are born and continues our entire lives having a crucial part during our school period. This a very important period of time because it is when a child develops forms itself and learns to be conscious that everything contributes to their development as human beings. The approaching methods are very diversified, but between the ages of 7-10 (primary level) are the most appropriate and very handy to complete these tasks. Two of these tasks have the main objectives to develop the motor qualities and the harmonious physical development of children. Through these active games, the objective of Physical Education is completed simultaneously, in an attractive manner, thus helping and shortening the development of these motor skills. The study has been conducted at Baia Sprie Gimnasium School, from Baia Sprie, Maramures county, with a total of forty fourth graders, between the ages of 9-10. The general preparation and result registration of the experiment took place in the school year of 2018-2019. All the tests and measurements were made rigorously during Physical Education lessons. At the beginning of the school year, in September, all the initial tests were made for both class groups. The final tests were carried out in May 1-25. The following research methods were used: observation, experiment, the mathematical and statistical method, the statistical mathematical method.

Over recent decades, the common understanding of hearing impairment has improved. People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessarymotor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study. This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. 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