Teacher-guided matching activities and peer scaffolding during grid and path games advanced preschool children's one-to-one correspondence and counting skills¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After repeated teacher-mediated matching interactions, Rachel spontaneously applied one-to-one correspondence in new contexts (frogs on leaves, cups at snack). → Kirova 2002 q2 i? Peer scaffolding during a grid game helped Rachel learn to count pips on her own to six. → Kirova 2002 (2)

Evidence¶

Kirova 2002¶

Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html

q2 · i? · the article prints no effect size for this finding · qualitative · r1

Teacher observation within the case study: Laura joined Rachel's housekeeping play with everyday objects and asked her to find one animal for each container. "After repeated interactions of this nature," Rachel showed correspondence at the water table and snack table.

"After repeated interactions of this nature, Laura observed Rachel playing at the water table, placing one frog on each plastic leaf in the water. Laura also noted that at the snack table Rachel carefully placed a cup next to a paper napkin for each child."

Kirova 2002 (2)¶

Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html

q2 · i? · the article prints no effect size for this finding · qualitative · r1

Observation during grid games (Teddy Bear Bingo-type cards with dice): Rachel double-counted pips while Tiffany counted correctly. After Tiffany modeled pip counting, "Rachel was able to count on her own to six."

"During the interaction between the two children, Tiffany said to Rachel, "This is not how you count these! Look. You go like this (pointing to each pip with a pencil and saying one, two, three, four, five)." After several repetitions, Rachel was able to count on her own to six."

Discussion¶

Related Claims¶

• Preschool children demonstrate behavioral knowledge of classification, one-to-one correspondence, and seriation during everyday free play with everyday materials — related
• Number Board Games Improve Numerical Knowledge — related
• Unassisted discovery produces less learning than explicit instruction, while discovery enhanced with guidance outperforms other instruction — related
• Middle-school students progress through zones of mathematical play in a designed digital game, taking varied conceptual paths to the same goal — related
• A preschool teacher's professional growth in guiding children's mathematical learning was identified in three areas: recognizing demonstrated understanding, using mathematical language, and systematic assessment — related
• Rote counting is of surprisingly little help to preoperational children in judging whether two groups have the same number — related