The effect of nonhuman’s external regulation on young children’s creative thinking and thinking aloud verbalization during learning mathematical tasks

Adel M. Agina

doi:10.1016/j.chb.2012.02.005

The effect of nonhuman’s external regulation on young children’s creative thinking and thinking aloud verbalization during learning mathematical tasks

Computers in Human Behavior ◽

10.1016/j.chb.2012.02.005 ◽

2012 ◽

Vol 28 (4) ◽

pp. 1213-1226

Author(s):

Adel M. Agina

Keyword(s):

Creative Thinking ◽

Mathematical Tasks ◽

Thinking Aloud ◽

External Regulation

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THE DEVELOPMENT OF WRITTEN COMMUNICATION TRANSVERSAL COMPETENCY IN THE EDUCATION IN MATHEMATICS FOR GRADES 1-4

Proceedings of CBU in Social Sciences ◽

10.12955/pss.v1.78 ◽

2020 ◽

Vol 1 ◽

pp. 232-237

Author(s):

Maria Temnikova

Keyword(s):

Mathematical Knowledge ◽

Creative Thinking ◽

Longitudinal Research ◽

Educational Process ◽

Mathematical Tasks ◽

Synthetic Activity ◽

Diagnostic Tools ◽

Theoretical Concepts ◽

Different Types ◽

New System

Communicational transversal competency represents an important part of the mathematical knowledge, skills and competencies in the process of students’ development in Grade 1-4. The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Further, creation of communicational transversal competencies develops not only students’ analytic – synthetic activity during the process of solving different types of mathematical tasks but also their creative thinking. This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4. During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The new system was tested and applied during the compulsory, additional and extended classes in mathematics in Grade 1-4 and consequently was improved after the performance of entry and intermediate diagnostic. Also, this article presents some of the mathematical tasks included in the tests. The researcher studied the objectiveness, the validity and the reliability of the diagnostic tools developed for the purpose as well as the tasks included in the tests in respect of their difficulty and separating force. The presented results of the experimental work were processed using mathematics-statistics methods.

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Kreativität bei Kindern und Jugendlichen mit Asperger Syndrom

Kindheit und Entwicklung ◽

10.1026/0942-5403/a000126 ◽

2014 ◽

Vol 23 (1) ◽

pp. 13-22 ◽

Cited By ~ 2

Author(s):

Elisabeth M. Weiss ◽

Bianca Gschaidbauer ◽

Liane Kaufmann ◽

Ilona Papousek ◽

Andreas Fink

Keyword(s):

Creative Thinking

Das Ziel der vorliegenden Studie war die systematische Erfassung der Kreativitätsleistung bei 5- bis 14-jährigen Jungen mit Asperger Syndrom im Vergleich mit einer gesunden Kontrollgruppe (je n=24). Untersucht wurden sowohl quantitative Kreativitätsaspekte (Ideenflüssigkeit, Ideenflexibilität) als auch qualitative Kreativitätsaspekte (Originalität) bei zwei Altersgruppen (jüngere Kinder: 5 – 9 Jahre, ältere Kinder/Jugendliche: 10 – 14 Jahre). Die Ergebnisse zeigen, dass bei Kindern/Jugendlichen mit Asperger Syndrom primär die quantitativen Aspekte der Kreativität beeinträchtigt sind (Ideenflüssigkeit und -flexibilität bei gleichbleibenden Items aus dem 5-Punkte Test), während die Kreativitätsleistung bei den abwechslungsreicheren Bildergänzungsaufgaben des Torrance Test of Creative Thinking, bei denen die Qualität/Originalität im Vordergrund steht, unbeeinträchtigt ist. In unserer Stichproben waren die Alterseffekte signifikant (jüngere Kinder zeigten schlechtere Leistungen), aber über die Gruppen vergleichbar (d. h. die Interaktionseffekte waren nicht signifikant). Im Sinne einer ressourcenorientierten Diagnostik, die für eine maßgeschneiderte Interventionsplanung unerlässlich ist, sollten also zusätzlich zu den quantitativen auch die qualitativen Aspekte kreativer und exekutiver Denkleistungen erfasst werden.

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The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

Journal of Individual Differences ◽

10.1027/1614-0001/a000017 ◽

2010 ◽

Vol 31 (2) ◽

pp. 95-100 ◽

Cited By ~ 21

Author(s):

Claudia Quaiser-Pohl ◽

Anna M. Rohe ◽

Tobias Amberger

Keyword(s):

Preschool Children ◽

Mental Rotation ◽

Latent Class ◽

Preschool Age ◽

Stage Model ◽

Solution Strategy ◽

Thinking Aloud ◽

Transition Analysis ◽

Solution Strategies ◽

Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

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