cardinality

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this study we investigated the effects of two naturalistic 2- to 4-year-old children’s intervention programs aimed at promoting children’s Spontaneous Focusing On Numerosity (SFON) and early numerical skills. The study consisted of a quasi-experimental, pretest-posttest design with a delayed posttest and an active control group participating in the Let’s Read and Talk program. All conditions had 6 weeks of intensive training followed by a 4-month rehearsal phase, when intervention activities were integrated into normal day care. The results of both numerical interventions in the whole group level show positive, small- to medium-sized long-term effects on cardinality-related skills from pretest to delayed posttest. The SFON tendency increased more from pretest to posttest in both studies but the group differences… Continue Reading →