Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' numerical competencies

被引：10

作者：

Bojorque, Gina ^{[1
,2
]}

Torbeyns, Joke ^{[2
]}

Van Hoof, Jo ^{[2
]}

Van Nijlen, Daniel ^{[2
]}

Verschaffel, Lieven ^{[2
]}

机构：

[1] Univ Cuenca, Fac Filosofia, Av 12 Abril, Cuenca, Ecuador

[2] Katholieke Univ Leuven, Ctr Instruct Psychol & Technol, Dekenstr 2,Post Box 3773, B-3000 Leuven, Belgium

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2018年 / 44卷

关键词：

Building blocks program; Early numerical abilities; SFON; Intervention; Kindergarten; WORKING-MEMORY; MATHEMATICS CURRICULUM; BOARD GAMES; PRESCHOOL; NUMBER; MATH; CHILDREN; SKILLS; TRAJECTORIES; ACHIEVEMENT;

D O I：

10.1016/j.ecresq.2017.12.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We investigated the effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' early numerical abilities and spontaneous focusing on numerosity (SFON), after controlling for working memory, intelligence, age, and SES. Following a pretest-intervention-posttest design, 18 classes comprising 355 children from varied SES backgrounds were randomly assigned to either an experimental (BB program) or a control (regular mathematics program) condition. Results showed that the children from the experimental group made more progress in their early numerical competencies than those from the control group. Furthermore, the BB program was associated with higher quality mathematics education. We discuss the theoretical and educational implications for early numeracy development in general, and for the Ecuadorian situation in particular. (C) 2018 Elsevier Inc. All rights reserved.

引用

页码：231 / 241

页数：11