A5056707329- Cognitive and developmental aspects of mathematical skills
- Mathematics Education and Teaching Techniques
- Reading and Literacy Development
- Developmental and Educational Neuropsychology
- Mathematics Education and Pedagogy
- Early Childhood Education and Development
- Educational Outcomes and Influences
- Child and Animal Learning Development
- Higher Education Teaching and Evaluation
- Education Methods and Practices
- Parental Involvement in Education
- Visual and Cognitive Learning Processes
- Educational and Psychological Assessments
- Cognitive Abilities and Testing
- Children's Physical and Motor Development
- Educational Strategies and Epistemologies
- School Choice and Performance
- Educational theories and practices
- Educational Assessment and Pedagogy
- Educational methodologies and cognitive development
- Educational Innovations and Technology
- Child Development and Digital Technology
- Technology in Education and Healthcare
- Knowledge Societies in the 21st Century
- Advanced Text Analysis Techniques
Nanyang Technological University
2016-2024
Universidad de Salamanca
2012-2014
Contemporary kindergarten curriculum frameworks emphasize the importance of promoting children's holistic development, thereby focusing on both academic and non-academic learning areas. This exploratory study was conducted with a sample 123 in-service teachers in Singapore. The goals were to investigate following: (1) how prioritized various areas 'Nurturing Early Learners' framework; (2) teachers' professional development (PD) needs regarding these areas; (3) extent which different beliefs...
Abstract Growing evidence suggests that parents’ practices contribute to their children's cognitive development and such may reflect SES disparities. This study investigated longitudinal interrelations between home mathematics environment (HME), math achievement, two facets of (mother's educational attainment household income—subsidy status) during the first year in kindergarten ( n = 500 children; M age at T1 57.3 months, SD 3.8). Results revealed these operated through different mechanisms...
Abstract The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among these variables, the design mathematics textbooks is thought to partially explain why students from high-achieving countries show better ability international assessments. In current study, we delved into this question compared frequency characteristics arithmetic word problems (AWPs) contained primary school math two with...
Enhancing the quality of early childhood education is currently a central goal for many countries. There widespread agreement that providing preschool teachers with opportunities professional development (PD) one key ingredients to achieving such goal. Little known, however, about frequency which engage in different types PD activities and how themselves perceive usefulness these activities. Similarly, there limited research on participating relates teachers' self-efficacy beliefs. The...
Finger representations are used to count or show quantities. How fingers lifted and the type of representation that we use communicate quantities have been focus studies aimed at providing evidence dominant patterns across cultures. In current study, go beyond those investigate intracultural variability. Specifically, whether finger counting habits montring similar in children adults. To this aim, a total 3,210 Spaniard participants took part study (637 2,573 adults). All them were assessed...
This study explored the effectiveness of external representations presented together with compare word problems, and whether such was moderated by working memory. Participants were 49 secondary school students. Each participant solved 48 problems in 4 presentation types that included 2 difficulty treatments (number steps language consistency). Data from errors response times indicated adding a graph to helped accuracy (d =.60) time =.44). effect larger for difficult cognitively demanding...
Abstract This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; M age = 83.9 months, SD 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in ability, two qualitatively different groups were identified: one with generalized across skills the other more focal arithmetic fluency. Reading, working memory capacity, numeracy (number line estimation numerical discrimination) uniquely explained...
Difficulties in mathematics are argued to stem from impairments of a specialized system numerical magnitude representation. This study investigates whether different measures understanding kindergarten uniquely predict mathematical achievement concurrently and 6 months later, also examines the relative explanatory each aspect understanding. It utility such tasks as sensitive specific predictors children at risk learning difficulties. Kindergartners (N = 215, M age 74 months) were...
Abstract In this study ( n = 1000, M age at K1entry 53.4 months, SD 3.4; 53% females), we investigated the contributions of family socioeconomic status (SES; maternal education and an income‐related measure) number siblings to development children's math, reading, working memory (WM) updating skills over kindergarten years. Results from a multivariate multilevel growth curve model showed that children more disadvantaged SES backgrounds already had multifaceted developmental lag entry....
Abstract A growing body of research has shown that symbolic number processing relates to individual differences in mathematics. However, it remains unclear which mechanisms are crucial—accessing underlying magnitude representation symbols (i.e., symbol‐magnitude associations), relative order symbol‐symbol or per se. To address this question, study adult participants performed a dots‐number word matching task—thought be measure associations (numerical processing)—a numeral‐ordering task...
The acquisition of cardinal numbers represents a crucial milestone in the development early numerical skills and more advanced math abilities. However, relatively few studies have investigated how children's grasping cardinality principle can be supported. It has been suggested that richness number inputs children receive influences numbers. present study was designed to investigate whether canonical finger patterns representing may contribute this acquisition. Fifty-one 3-year-olds were...
The Test of Early Mathematics Ability–Third Edition (TEMA-3) is a commonly used measure early mathematics knowledge for children aged 3 years to 8 11 months. In spite its wide use, research on the psychometric properties TEMA-3 remains limited. This study applied Rasch model investigate from three aspects: technical qualities, internal structure, and convergent evidence. Data were collected 971 K1 in Singapore. Item fit statistics suggested reasonable model-data fit. items found demonstrate...
ResumenPara explorar si la práctica educativa podría influir en el bajo nivel de competencia matemática que muestran los alumnos españoles evaluaciones internacionales, se analizó modo cinco profesores desarrollaron una unidad didáctica matemáticas y cómo integraron diferentes tipos actividades ellas. Como medidas tomaron proporción cada clase dedicada a planificar, demandar, resolver revisar tareas; grado novedad contenidos tratados; tipo agrupamiento las clases; procedencia actividades;...
Abstract Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal words and written digits) non‐symbolic quantities, are important in the development of concept number. The aim current study is investigate children's mapping by incorporating another code that emerges at early stages development, finger patterns. Specifically, investigates (i) order which develop association with young understanding cardinality; (ii) whether patterns...
Studies of elementary calculation have shown that adults solve basic subtraction problems faster with presented in addition format (e.g., 6 ± = 13) than standard 13 - ). Therefore, it is considered by reference to the inverse operation for 7, "I know + 7") because presenting problem does not require mental rearrangement elements into format. In two experiments, we examine whether adults' use subtractions modulated arrangement minuend and subtrahend, regardless To this end, used arithmetic...
‘In your opinion, what are some important research questions, problems or challenges that scholars in field of specialization should address the coming years? What types studies be conducted to move further? Please justify’. This prompt was posed by incoming Editor JSED new team Deputy and Associate Editors journal’s three thematic areas (human development, learning education), who were invited co-author this Editorial. We briefly describe history JSED, present composition its Editorial...
In three experiments, we investigated the extent to which readers process information related construction of a situation model when they are confronted with solving word problems. Considering that generation inferences match actions particular goals is part constructing model, constructed "rich story problems", is, problems included in context story, characters propose goals, and then these followed by achieve it. Experiments 1 2 were designed so character's goal was activation problem...
Existing research has mainly examined the role of cognitive correlates early reading and mathematics from a stationary perspective that does not consider how these skills unfold interact over time. This approach constraints interpretation cross-domain associations specificity domain-specific covariates. In this study, we disentangle predictors investigate between reading, math, two related (phonological awareness fluency with number sets) kindergarten years ( n =512, Mage=54months,...
The nature of the arithmetic word problems found in maths textbooks influences way students develop their ability to solve them, as teachers use books classes quite frequently. Given that are better able reason through and authentic contextualized situations familiar different international assessments have shown Singapore be more skilled at problem-solving than Spanish counterparts, this study compares level authenticity included primary school from most frequently used publishers both...