Developing a Mathematics Curriculum to Improve Learning Behaviors and Mathematics Competency of Children

Autor/inn/en	Shirani Bidabadi, Nahid; Nasr Esfahani, Ahmad Reza; Mirshah Jafari, Ebrahim; Abedi, Ahmad
Titel	Developing a Mathematics Curriculum to Improve Learning Behaviors and Mathematics Competency of Children
Quelle	In: Journal of Educational Research, 112 (2019) 3, S.421-428 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1547960
Schlagwörter	Curriculum Development; Mathematics Curriculum; Preschool Curriculum; Preschool Children; Mathematics Skills; Kindergarten; Foreign Countries; Mathematics Instruction; Instructional Effectiveness; Student Behavior; Iran + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Student behaviour; Schülerverhalten
Abstract	The authors investigated the effect of a mathematical curriculum (CU) developed based on verbal and practical activities on the mathematical competency (MC) and learning behaviors (LB) of preschool children. In a quasi-experimental design, 60 children (5- to 6-year-old girls) were selected using the accessible sampling method. The children were randomly divided into an experimental group and a control group, and the relevant concepts were taught to the children in both groups. While the control group received the typical kindergarten education based on the usual textbooks and worksheets, the CU was taught to the experimental group. Structural equation modeling was used to model the data and statistical evaluation. The results demonstrated a significant difference between the two groups in MC and LB. The CU significantly improved MC directly, and indirectly through the improvement of LB (i.e., engagement and learning focus, verbal behaviors, and type of activity). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01