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Article de revue:
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ID no. (ISBN etc.): 0021-8251
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Clé de citation BibTeX: Sophian2002
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Sophian, C. (2002). Learning about what fits: Preschool children's reasoning about effects of object size. Journal for Research in Mathematics Education, 33(4), p. p290–302.
Ajoutée par: Lynda Taabane 2007-12-07 16:54:19 Dernièrement modifiée par: Lynda Taabane 2008-01-14 18:59:36
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Catégories: Apprentissage mathématiques, Développement
Descripteurs: cognitive development, Cognitive Development, conceptual knowledge, Early Childhood Development, Head Start children, Judgment, judgments about effects of object size, Mathematical Ability, preschool children, Preschool Students, Project Head Start, REASONING, Spatial Perception
Auteurs: Sophian
Collection: Journal for Research in Mathematics Education
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Nombre de vues: 367
Popularité: 33.3%
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Résumé
Preschool children's understanding of the mathematical significance of unit size was examined through problems that involved making judgments about the number of larger objects versus the number of smaller objects that would fit in a container or bounded space. Participants were 40 Head Start children and 43 children who attended private preschools. All participants ranged in age from 3 to 5 yrs. Children's judgments about effects of object size were elicited both before and after the presentation of a series of demonstration trials. The accuracy of children's judgments about the effects of object size improved significantly from pretest to posttest, and the degree of improvement was similar for 3 yr olds vs 4 yr olds and for Head Start children vs children who attended private preschools. The Head Start children, however, were much less likely than their peers attending private preschools to be able to articulate relevant quantitative features when asked to explain the outcomes that they observed during the training trials. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Lynda Taabane
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