SPONTANEOUS CORRECTION PROCESSES IN PRE-MATHEMATICAL LITERACY

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

SPONTANEOUS CORRECTION PROCESSES IN PRE-MATHEMATICAL LITERACY

Popis výsledku v původním jazyce

A child ready to start school attendance may not be developed in all the areas on which the process of learning school mathematics is based. One of these areas is work with an error. The research presented here study examined whether and under what conditions a child aged 5-6.5 years spontaneously corrects what they do in kindergarten as part of the development of pre-mathematical literacy. We assume that it is still difficult for children at this age to identify an error in their own activities spontaneously and then correct it. We are aware of the fact that the child&apos;s reaction can be indirectly influenced by their environment (the concept of education at home, in kindergarten). The set of observed activities and analysed below was solved by the child individually, the communication was gestural, manipulative or graphical. The child did not necessarily always speak. The monitored samples for each activity differed in size according to the focus of the activity (from 190 to 400 children). The data collected within a period of 10 years showed that there were three basic types of reactions and also different types of corrections.

Název v anglickém jazyce

SPONTANEOUS CORRECTION PROCESSES IN PRE-MATHEMATICAL LITERACY

Popis výsledku anglicky

A child ready to start school attendance may not be developed in all the areas on which the process of learning school mathematics is based. One of these areas is work with an error. The research presented here study examined whether and under what conditions a child aged 5-6.5 years spontaneously corrects what they do in kindergarten as part of the development of pre-mathematical literacy. We assume that it is still difficult for children at this age to identify an error in their own activities spontaneously and then correct it. We are aware of the fact that the child&apos;s reaction can be indirectly influenced by their environment (the concept of education at home, in kindergarten). The set of observed activities and analysed below was solved by the child individually, the communication was gestural, manipulative or graphical. The child did not necessarily always speak. The monitored samples for each activity differed in size according to the focus of the activity (from 190 to 400 children). The data collected within a period of 10 years showed that there were three basic types of reactions and also different types of corrections.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTERNATIONAL SYMPOSIUM ELEMENTARY MATHEMATICS TEACHING

ISBN

978-80-7603-260-6

ISSN

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e-ISSN

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Počet stran výsledku

11

Strana od-do

251-261

Název nakladatele

CHARLES UNIV PRAGUE

Místo vydání

PRAHA 1

Místo konání akce

Prague

Datum konání akce

22. 8. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000853246900026