scholarly journals The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling

2015 ◽  
Vol 2015 ◽  
pp. 1-7
Author(s):  
Amélie Lubin ◽  
Sandrine Rossi ◽  
Nicolas Poirel ◽  
Céline Lanoë ◽  
Arlette Pineau ◽  
...  
Keyword(s):  
Cognitive Activity ◽  
Inversion Problem ◽  
Formal Schooling ◽  
Early Mathematics ◽  
Inversion Principle ◽  
Addition And Subtraction ◽  
Early Mathematics Education ◽  
Improved Accuracy ◽  
Mode A

The importance of self-action and its considerable links with cognitive activity in childhood are known. For instance, in arithmetical cognition, 2-year-olds detected an impossible arithmetical outcome more accurately when they performed the operation themselves (actor mode) than when the experimenter presented it (onlooker mode). A key component in this domain concerns the understanding of the inversion principle between addition and subtraction. Complex operations can be solved without calculation by using an inversion-based shortcut (3-term problems of the form a+b-b must equal a). Some studies have shown that, around the age of 4, children implicitly use the inversion principle. However, little is known before the age of 4. Here, we examined the role of self-action in the development of this principle by preschool children. In the first experiment, 2-year-olds were confronted with inversion (1+1-1=1 or 2) and standard (3-1-1=1 or 2) arithmetical problems either in actor or onlooker mode. The results revealed that actor mode improved accuracy for the inversion problem, suggesting that self-action helps children use the inversion-based shortcut. These results were strengthened with another inversion problem (1-1+1=1 or 2) in a second experiment. Our data provide new support for the importance of considering self-action in early mathematics education.

Why do early mathematics skills predict later reading? The role of mathematical language.

2017 ◽  
Vol 53 (9) ◽  
pp. 1633-1642 ◽  
Author(s):  
David J. Purpura ◽  
Jessica A. R. Logan ◽  
Brenna Hassinger-Das ◽  
Amy R. Napoli
Keyword(s):  
Mathematical Language ◽  
Early Mathematics ◽  
Mathematics Skills

Predicting mathematical abilities from early mathematics and number-specific executive functions in informal and formal schooling

2021 ◽  
Author(s):  
Peera Wongupparaj ◽  
Roi Cohen Kadosh
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Equation Modeling ◽  
Formal Schooling ◽  
Early Mathematics ◽  
Domain Specific ◽  
Mathematical Abilities ◽  
Mathematics Abilities

Abstract Background Current evidence on an integrative role of the domain-specific early mathematical skills and domain-general executive functions (EFs) from informal to formal schooling and their effect on mathematical abilities is so far unclear. The main objectives of this study were to (i) compare the domain-specific early mathematics, the number-specific EFs, and the mathematical abilities between preschool and primary school children, and (ii) examine the relationship among the domain-specific early mathematics, the number-specific EFs, and the mathematics abilities among preschool and primary school children.Methods In the present study, we recruited six- and seven-year-old children (Ntotal=505, n6yrs=238, and n7yrs=267). We compared domain-specific early mathematics as measured by symbolic and non-symbolic tasks, number-specific EFs tasks, and mathematics tasks between these preschool and primary school children. In addition, we tested the predictive power of domain-specific numerical and number-specific EFs on mathematics abilities among preschool and primary school children. MANOVA and Structural Equation Modeling (SEM) were used to test research hypotheses.Results We found that primary school children were superior to preschool children over more complex tests of the domain-specific early mathematics, the number-specific EFs, the mathematics abilities, particularly, for more sophisticated numerical knowledge and the number-specific EFs components. The SEM revealed that both the domain-specific early numerical and the number-specific EFs could predict the mathematics abilities across age groups. Nevertheless, the number comparison test and mental number line of the domain-specific early mathematics were clearly pronounced in predicting the mathematics abilities for formal school children. These results highlight the benefits of both the domain-specific early mathematics and the number-specific EFs in mathematical development, especially at the key stages of formal schooling. Understanding the causal effect of EFs in improving mathematical attainments could allow a more powerful approach in improving mathematical education at this developmental stage.

scholarly journals The Role of Active Teaching Methods in the Formation of Students’ Cognition and Creativity

2021 ◽  
Vol 7 (6) ◽  
pp. 460-467
Author(s):  
D. Babaev ◽  
M. Bylykova
Keyword(s):  
Teaching Methods ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Great Influence ◽  
Round Table ◽  
Creative Activity ◽  
University Professors ◽  
Active Teaching ◽  
Higher Educational

Higher education as a subject of study of this article in the summer provides for the process of teaching pedagogical disciplines. When conducting seminars in a higher educational institution, the cognitive activity and creativity of students of individual methods of developing physical activity for the purpose of research. Recognition of students and creative activity of children. conversation “brainstorming”, “game activities” “round table” competition of practical works and methods of their discussion is used. It recognizes students on the basis of methods, determining the conditions for the development of culture and creativity. Specific recommendations are given. Student creativity the fact that active learning has a great influence on improvement, also identified. Results in higher educational institution to improve the process of teaching pedagogical disciplines contributes to. This article is recommended for university professors for use in seminars.

scholarly journals To what extent is social inequality in school-age achievement determined before and during schooling? A longitudinal analysis in three European countries

2020 ◽  
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek ◽  
Thomas van Huizen
Keyword(s):  
Measurement Error ◽  
Social Inequality ◽  
Instrumental Variable ◽  
School Age ◽  
Formal Schooling ◽  
School Life ◽  
Primary Schooling ◽  
The United Kingdom ◽  
Before School

We estimate the degree to which socioeconomic status (SES) gaps in children’s language skills observed in primary schooling are already determined before children enter school in Germany, the Netherlands, and the United Kingdom. We use representative and longitudinal cohort data and apply instrumental variable estimation to deal with measurement error in test scores. Around 60–80% of SES gaps in language at the end of primary school are attributable to gaps settled before formal schooling, while at most 20–40% is attributable to SES operating during the school years. We also show that ignoring measurement error results in a major overestimation of the role of SES during schooling. Our findings suggest that the most effective strategy for reducing social inequality in school-age achievement is reducing inequality before school life starts.

scholarly journals METHODOLOGICAL KNOWLEDGE IN THE CONTEXT OF NATURAL EDUCATION IN MODERN SCHOOL

2018 ◽  
Author(s):  
Yury Halatyuk ◽  
Taras Halatyuk
Keyword(s):  
Cognitive Skills ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Effective Mechanism ◽  
Close Link ◽  
Scientific Methods ◽  
Modern School ◽  
Creative Learning ◽  
Education School

The article analyzes the place and role of methodological knowledge in the system of natural education of the modern school. It is shown that methodological knowledge is an important didactic category, an integral criterion for the effectiveness of natural education. School natural science has a powerful didactic potential for the formation of methodological knowledge. There is a close link between methodological knowledge and creative learning activities. Methodological knowledge is a means and product of creative bulk-cognitive activity. Creative educational and cognitive activity is an effective mechanism for the formation of methodological knowledge. Creative educational and cognitive activity of students is an activity directed by a teacher with the help of the appropriate system of educational means; is aimed at formulating problems and performing creative tasks; provides for the search and explanation of natural relationships and relations of observable facts, phenomena, processes through the application of methods of scientific methods of cognition, as a result of which students discover new knowledge and actively acquire them, get acquainted with the methodology of scientific knowledge, develop cognitive skills and skills, form cognitive motives and organizational qualities. The priority of the creative function of teaching is a necessary didactic condition for the formation of methodological knowledge in the process of studying natural subjects in a modern school.

L'imaging della fibrosi retroperitoneale primitiva: Primitive retroperitoneal fibrosis imaging

1998 ◽  
Vol 65 (2) ◽  
pp. 276-286
Author(s):  
N. D'Attoma ◽  
E. Residori ◽  
R. Mariotto ◽  
R. Cerini ◽  
M. Gregianin ◽  
...  
Keyword(s):  
Ureteral Obstruction ◽  
Retroperitoneal Fibrosis ◽  
Imaging Techniques ◽  
Renal Scintigraphy ◽  
Idiopathic Retroperitoneal Fibrosis ◽  
Morphological Approach ◽  
Clinically Significant ◽  
Therapeutic Tools ◽  
Improved Accuracy

Idiopathic retroperitoneal fibrosis (RPF) is characterised by the development of a fibrotic mass in the prelumbar or presacral area which becomes clinically significant when it causes ureteral obstruction. New imaging techniques have improved accuracy of the morphological approach to the disease, but urography and sequential renal scintigraphy are still important for assessing ureteral involvement. The role of imaging techniques is discussed and current diagnostic and therapeutic tools are evaluated.

scholarly journals COGNITIVE DECLINE AMONG OLDER ADULTS IN RURAL CHINA: THE PROTECTIVE ROLE OF FORMAL SCHOOLING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S205-S206
Author(s):  
Yaolin Pei ◽  
Bei Wu ◽  
Zhen Cong ◽  
Mengyao Hu
Keyword(s):  
Older Adults ◽  
Cognitive Decline ◽  
Cognitive Functioning ◽  
Formal Education ◽  
Multilevel Models ◽  
Life Experience ◽  
Sampling Strategy ◽  
Later Life ◽  
Formal Schooling

Abstract Evidence shows that education is strongly associated with cognitive functioning; however, few studies have examined the effect of education on cognitive decline among older adults with very limited education. Our study analyzed six waves of panel data (2001, 2003 2006, 2009, 2012 and 2015) from the Longitudinal Study of Older Adults in Anhui Province, China. We estimated two-level multilevel models of cognitive functioning for older adults age 60+, sampled using probability sampling strategy. We found that having formal schooling was positively associated with better cognitive functioning. Older adults with formal schooling had slower decline in cognition and the gap in cognition between the literate and illiterate widened with age. These findings highlight the role of early life experience in affecting cognitive function in later life and suggest that disadvantages in cognitive functioning accumulate throughout the life course for persons with no formal education.

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