Patterns, Mathematics, Early Literacy, and Executive Functions
نویسندگان
چکیده
منابع مشابه
Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five
Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent ...
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Abstract Purpose: The main aim of the present study was to find out the possible effect of executive functions and academic emotions on pupils' academic performance in mathmatics. Methodology: In this study, the structural equation modeling, type of non-experimental method was implemented. Using sampling method based on the structural equation modeling, 400 (100 girls and 100 boys) in fifth an...
متن کاملExecutive Functions and Conceptual Change in Science and Mathematics Learning
We investigate the hypothesis that Executive Functions (EFs) are implicated in the learning of science and mathematics by examining the relation between performance in two Science and Mathematics Conceptual Understanding and Conceptual Change (CU&C) tasks, and two Stroop-like Inhibition and Shifting EF tasks, in a group of 69 4 th and 6 th grader children. The results showed high correlations b...
متن کاملDirect and indirect influences of executive functions on mathematics achievement
Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functio...
متن کاملThe Role of Executive Functions for Structure-Mapping in Mathematics
Comparing analogs is a key recommendation in mathematics instruction, but successful structure-mapping may impose high demands on children’s executive functions (EF). We examine the role of individual differences in EF resources on learning from an everyday mathematics video-lesson placing a particular strain on children’s cognitive resources: comparing three analogs presented sequentially. Spe...
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ژورنال
عنوان ژورنال: Creative Education
سال: 2019
ISSN: 2151-4755,2151-4771
DOI: 10.4236/ce.2019.1013266