Category Archives: Research

Adding a pathway to mathematical success

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Dyscalculia: News from the web:

According to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753–1767], children’s cognitive skills in three domains—linguistic, attentional, and quantitative—predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a non-numeric repeating patterning task.

Read all about it: HERE

Base ten blocks connected with abstract numbers

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Dyscalculia: News from the web:

In this new study children who exhibited knowledge of the connections between the base-ten-blocks and written number symbols had higher posttest and transfer test scores relative to children who did not exhibit knowledge of these connections.

Read all about it: HERE

Part Part Whole and finger patterns

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Dyscalculia: News from the web:

Findings from a study of 5-to-6-year-old children’s ways of structuring part-part-whole relations using finger patterns.

Read all about it: HERE

Parental involvement in math

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Dyscalculia: News from the web:

Here is some research about what parental involvement with math (homework) can do with their children’s math achievement. Here is the short of the conclusions:

Parents’ involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self-efficacy (d = .23). The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement (βs = −.09 to .20).

Read all about it: HERE

Do math apps really work?

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Dyscalculia: News from the web:

A very comprehensive review of math apps for small children with recommendations about design and content for parents and teachers to look out for.

part of their summary:

Overall, these results demonstrate that many
of the commercial educational apps for young
children that are categorised as ‘maths’, are not
necessarily reflective of best practices in app
content and design.
58 Can Maths Apps Add Value to Young Children’s Learning?
Most apps did not comprehensively capture
all areas of mathematical development,
nor did they adequately include features of
personalisation, such as explanatory feedback
and programmatic personalisation, which
this research has shown maximises children’s
outcomes in app-based learning. This
demonstrates the limited options for identifying
high-quality maths apps currently available for
parents and teachers and highlights the need
to improve the meaningful categorisation of
educational apps on the app stores to facilitate
parent and teacher choice.

Read all about it: HERE