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What is the nature of the relationship between different lower‐level numerical skills and their role in developing arithmetic skills? We consider the hypothesis of a reciprocal relationship between the development of symbolic (e.g., Arabic numerals) and nonsymbolic (e.g., arrays of objects) numerical magnitude processing. Evidence for bidirectional relationships between symbolic and nonsymbolic numerical magnitude skill development is examined. Overall, present evidence is more indicative of an influence of symbolic numerical magnitude skills on the development of nonsymbolic numerical magnitude skills than vice versa. Looking forward, methodological issues pertinent to measuring the direction of such relationships are discussed. Also discussed is the important role that training studies need to play to further understand the complex relationships between basic number skills, and in turn their relationship with arithmetic. It is important that assumptions about relationships between lower and higher‐level cognitive skills are tested empirically and that seemingly counterintuitive relationships are given serious consideration. 相似文献
203.
Celia Moreno-Morilla Fernando Guzmán-Simón Eduardo García-Jiménez 《British Educational Research Journal》2019,45(1):117-136
Primary school children develop literacy practices in various domains and situations in everyday life. This study focused on the analysis of literacy practices of children aged 8–12 years from the perspective of their families. 1,843 families participated in the non-experimental explanatory study. The children in these families speak Spanish as a first language and are schooled in this language. The instrument used was a self-report questionnaire about children's home-literacy practices. The data obtained were analysed using categorical principal components analysis (CATPCA) and analysis of variance (ANOVA). The results show the complex relationship between literacy practices developed by children in the domains of home and school and the limited development of a literacy-promoting ‘third space’. In conclusion, the families in our study had limited awareness of their role as literacy-promoting agents and thought of literacy learning as restricted to formal or academic spaces. 相似文献
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Celia Harding Gemma Lindsay Aoife O'Brien Lucy Dipper Julie Wright 《Journal of Research in Special Educational Needs》2011,11(2):120-129
There is a developing research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities. However, there is a paucity of research examining the process involved in implementing AAC support for people who have profound disabilities. This paper seeks to explore the processes involved in planning and implementing AAC systems to support the communication of two 6 year olds with profound and multiple learning disabilities. Following assessment, a plan of intervention involving specific implementation of objects of reference, gestures and signs was implemented to enhance communication opportunities for both children. Both children improved their communication skills through use of specific AAC supports. Results suggest that important aspects to include when planning intervention are understanding the level of each child's cognition in relation to their receptive abilities and a consistent, collaborative approach where strategies are agreed between team members. Specific challenges are discussed. 相似文献
206.
Michael Reiss Celia Hoyles Tamjid Mujtaba Bijan Riazi-Farzad Melissa Rodd Shirley Simon Fani Stylianidou 《International Journal of Science and Mathematics Education》2011,9(2):273-302
We report on a project currently in progress that aims to identify through research the range of factors (individual, school
and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics
and physics in the UK and to assess their relative importance among different student populations. In this project, we are
beginning to elucidate the views of students and examine the sources of these views by exploring the contexts in which both
school and university students experience barriers or opportunities and form their identities with regard to participation
in mathematics and physics. Our focus in this paper is on our methodology, the reasons for it and how and why our approach
to data collection developed during the project. We situate our work within a mixed-methods approach, using multilevel modelling
and discourse analysis to analyse and interpret our findings that derive from our own questionnaires, interviews and ethnography
and from existing large-scale datasets. We argue that greater acknowledgement in the education literatures that investigate
student participation in mathematics and science needs to be made than is usual of the range of factors, including unconscious
forces that may affect participation. 相似文献
207.
William Wall 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(2-3):367-391
The convergence of Educational Psychology with the mainstream of Psychology is a main event of the past quarter century, and Psychology itself has become a discipline distinct from Philosophy. Psychology has expanded to include not only experimental but also developmental and social psychology and the application of statistical methodologies to complex problems. There has been a change of model from “clinical-medical” to “constructive-educational” concerned with environmental change, most clearly seen in the field of special education. Post-war Europe attempted wide-ranging “reforms” emphasising age, ability and aptitude, irrespective of social or economic background, while the American high school pattern stimulated concern about elitism. Elaborate procedures were set up to select for secondary academic education and examination procedures were themselves examined leading to a widespread movement to devise more responsive forms of assessment. Curricula, modified in the light of examination “backwash”, were questioned for cost-effectiveness. This led to classification of objectives for which taxonomies were developed, and a move towards criterion-referenced testing began. Since 1950 worldwide momentum has been gathering to develop educational research. This has led to new roles for the educational psychologist — as adviser and counsellor, in operational and action research, and in innovation and its evaluation. Research within real families and classrooms continually confronts the worker with questions of value and choice and so leads him back to philosophy. 相似文献
208.
Barbro?GrevholmEmail author Lars-Erik?Persson Peter?Wall 《Educational Studies in Mathematics》2005,60(2):173-197
In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions. 相似文献
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