Improving number sense in kindergarten children with low achievement in mathematics

Referencias bibliográficas

• Aktaş-Arnas, Y. (2005). Computer-Assisted Instruction in Pre-School Education. Eurasian Journal of Educational Research, 20, 36-47.
• Aragón, E., Aguilar, M., Navarro, J., & Araújo, A. (2015). Efectos de la aplicación de un programa de entrenamiento específico para el aprendizaje matemático temprano en educación infantil. Revista Española de Pedagogía, 260, 99-113.
• Aragón, E., Navarro, J. I., Aguilar, M., & Cerda, G. (2015). Cognitive predictors of 5-year-old students’ early number sense. Journal of Psychodidactics, 20(1), 83-97. doi:10.1387/RevPsicodidact.11088
• Ayvaci, H. S., & Devecioglu, Y. (2010). Computer-assisted instruction to teach concepts in pre-school education. Procedia Social and Behavioral Sciences, 2, 2083-2087. doi:10.1016/j.sbspro.2010.03.285
• Baroody, A. J. & Rosu, L. (2006). Adaptive expertise with basic addition and subtraction combinations – The number sense view. Paper presented at the Meeting of the American Educational Research Association, San Francisco, CA.
• Bulut, S. (2013). Desarrollo de la inteligencia en niños en edad preescolar con desventajas socioeconómicas. Anales De Psicología / Annals of Psychology, 29(3), 855-864. doi:10.6018/analesps.29.3.168101
• Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification and intervention. ZDM Mathematics Education, 42, 527–539. doi:10.1007/s11858-010-0267-4
• Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: from brain to education. Science, 332(6033), 1049-1053. doi: 10.1126/science.1201536
• Clements, D. H., & Sarama, J. (2007). Building blocks, Volumes 1 and 2. Columbus, OH: McGraw Hill Education.
• Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968–970. doi:10.1126/science.1204537
• Dehaene, S. (2001). Precis of the number sense. Mind & Language, 16, 16−36. doi:10.1111/1468-0017.00154
• Dehaene, S. (2009), Origins of mathematical intuitions. Annals of the New York Academy of Sciences, 1156, 232–259. doi: 10.1111/j.1749-6632.2009.04469.x
• Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20, 487-506. doi:10.1080/02643290244000239
• Demir, N. & Kabadayı, A. (2008). Comparison of Traditional and Computer -Assisted Teaching Methods for Preschoolers’ Color Concept Acquisition. International Journal of Human Sciences. 5 (1) 1-18
• Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non‐symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82 (1), 64-81.
• Döst, S., Saglam, Y., & Ugur Altay, A. (2011). Use of computer algebra systems in mathematics teaching at university: a teaching experiment. H. U. Journal of Education, 40, 140-151
• Dowker, A. D. (2005). Individual differences in arithmetic. Implications for psychology, neuroscience and education. Hove, UK: Psychology Press.
• Gee, J. P. (2009). Deep learning properties of good digital games: how far can they go? In U. Ritterfeld, M. Cody, & P. Vorderer (Eds.), Serious games: Mechanisms and effects (pp. 65–80). New York & London: Routledge.
• Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293–304. doi:10.1177/00222194050380040301
• Gervasoni, A. (2005). The diverse learning needs of young children who were selected for an intervention program. In H. L. Chick y J. L. Vincent (Eds.), Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 33-40). Melbourne, Australia: PME.
• Griffin, S. (2000). Number Worlds: Preschool level. Durham, NH: Number Worlds Alliance Inc.
• Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19, 173–180. doi:10.1016/j.ecresq.2004.01.012
• Griffin, S., Case, R., & Capodilupo, A. (1995). Teaching for understanding: The importance of central conceptual structures in the elementary mathematics curriculum. In A. McKeough, I. Lupert, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning (pp. 121–151). Hillsdale, NJ: Erlbaum.
• Halpern, D. F., Millis, K., Graesser, A. C., Butler, H., Forsyth, C., & Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity, 7, 93-100.
• Hindman, A. H., Skibbe, L. E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade. Early Childhood Research Quarterly, 25, 235–250. doi:10.1016/j.ecresq.2009.11.003
• Ihmedieh, F. (2010). The role of computer technology in teaching reading and writing: Early childhood teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79. doi:10.1080/02568540903439409
• Irish, C. (2002). Using peg- and keyword mnemonics and computer-assisted instruction to enhance basic multiplication performance in elementary students with learning and cognitive disabilities. Journal of Special Education Technology, 17(4), 29–40.
• Jansen, B. R. J., Louwerse, J., Straatemeier, M., Van der Ven, S. H. G., Klinkenberg, S., & Van der Maas, H. L. J. (2013).The influence of experiencing success in math on math anxiety, perceived math competence, and math performance. Learning and Individual Differences, 24, 190–197
• Jordan, N. C., Glutting, J., & Ramineni, C. (2008). A number sense assessment tool for identifying children at risk for mathematical difficulties. In A. Dowker (Ed.), Mathematical difficulties: Psychology and intervention (pp. 45-58). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/B978-012373629-1.50005-8
• Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36−46. doi:10.1111/j.1540-5826.2007.00229.x
• Jordan, N. C., Kaplan, D., Nabors Oláh, L. & Locuniak, M. N. (2006), Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175. doi: 10.1111/j.1467-8624.2006.00862.x
• Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850−867. doi:10.1037/a0014939
• Judge, S., Puckett, K., & Cabuk, B. (2004). Digital equity: New findings from the early childhood longitudinal study. Journal of Research on Technology in Education, 36(4), 383-396.
• Klinkenberg, S., Straatemeier, M., & van der Maas, H. L. J. (2011). Computer adaptive practice of maths ability using a new item response model for on the fly ability and difficulty estimation. Computers in Education, 57, 1813–1824. doi:10.1016/j.compedu.2011.02.003.
• Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward: Obstacles, opportunities, & openness. Boston: The Education Arcade, Retrieved November 5, 2012, from http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf.
• Melton, B., Graf, H., & Chopak-Foss, J. (2009). Achievement and satisfaction in blended learning versus traditional general health course designs. International Journal for the Scholarship of Teaching and Learning, 3(1), 1–13.
• National Research Council (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: The National Academies Press.
• Navarro, J. I., Aguilar, M., García, M., Menacho, I., Marchena, E., & Alcalde, C. (2010). Diferencias en habilidades matemáticas tempranas en niños y niñas de 4 a 8 años. Revista Española de Pedagogía, 68, 85-98.
• Navarro, J. I., Ruiz, G., Alcalde, C., Aguilar, M. & Marchena, E. (2007). Jugando con los números 2. Software educativo. Cádiz: Departamento de Psicología.
• Piaget, J., & Szeminska, A. (1941). Génesis del número en el niño. Buenos Aires: Guadalupe.
• Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America’s elementary classrooms. Science, 315, 1795–1976. doi:10.1126/science.1139719
• Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development, 24(4), 450-472. http://dx.doi.org/10.1016/j.cogdev.2009.09.003
• Reynolds, A. J., Temple, J. A., White, B. A. B., Ou, S., & Robertson, D. L. (2011). Age 26 cost– benefit analysis of the child-parent center early education program. Child Development, 82, 379–404. doi:10.1111/j.1467-8624.2010.01563.x
• Reynolds, A., Temple, J. A., & Ou, S. R. (2010). Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills. Children and Youth Service Review, 32, 1054−1063. doi:10.1016/j.childyouth.2009.10.019
• Saade, R. G., Morin, D., & Thomas, J. D. (2012). Critical thinking in E-learning environments. Computers in Human Behavior, 28(5), 1608-1617.
• Sarama, J., Clements, D. H., Starkey, P., Klein, A., & Wakeley, A. (2008). Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness, 1, 89–119. doi:10.1080/19345740801941332
• Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359-372. doi:10.1037/a0013840
• Toll, S. W., & Van Luit, J. E. (2014). Effects of remedial numeracy instruction throughout kindergarten starting at different ages: Evidence from a large-scale longitudinal study. Learning and Instruction, 33, 39-49.
• Torgerson, C. J., Wiggins, A., (…) & Tymms, P. (2012). The effectiveness of an intensive individual tutoring programme (Numbers Count) delivered individually or to small groups of children: a randomized controlled trial. Effective Education, 4(1), 73. doi:86. 10.1080/19415532.2013.778591
• U.S. Department of Health and Human Services. (2009). Head Start State Collaboration Offices 2007 Annual State Profiles. Retrieved December, 1, 2012, from http://eclkc.ohs.acf.hhs.gov/hslc/states/collaboration/HSSCO/HSSCO_2007_Profiles1[1].pdf
• Van Luit, J., Van De Rijt, B., Araújo, A., Aguilar, M., Aragón, E., Ruiz, G., …García-Sedeño, M. (2015). Test de evaluación de la competencia matemática temprana-revisado (TEMT-i). Madrid: EOS (en prensa)
• Vernadakis, N., Avgerinos, A., Tsitskari, E., & Zachopoulou, E. (2005). The use of computer assisted instruction in preschool education: making teaching meaningful. Early Childhood Education Journal, 33, 2, 99-104. doi:10.1007/s10643-005-0026-2
• Vernadakis, N., Giannousi, M., Derri, V., Michalopoulos, M., & Kioumourtzoglou, E. (2012). The impact of blended and traditional instruction in students’ performance. Procedia Technology, 1, 439–443. doi:10.1016/j.protcy.2012.02.098
• Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low‐socioeconomic‐status kindergarten children. Mind, Brain, and Education, 3(4), 224-234.
• Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006). Principles underlying the design of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(19).
• Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. (2006). An open trial assessment of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(20). doi:10.1186/1744-9081-2-20.
• Wilson, A.J., & Dehaene, S. (2007). Number Sense and Developmental Dyscalculia. In D. Coch, G. Dawson and K.W. Fischer (Ed.), Human behavior, learning, and the developing brain: Atypical development (pp. 212-238). New York: Guilford Press.
• Wright, R. J., Martland, J., Stafford, A. K., & Stanger, G. (2006). Teaching number: Advancing children's skills and strategies. London: Paul Chapman Publishing.
• Young-Loveridge, J. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19, 82-98. doi:10.1016/j.ecresq.2004.01.001