Preconditions of mathematics knowledge and skills
Autori
Buha, NatašaGligorović, Milica
Ostala autorstva
Nikolić SnežanaNikić Radmila
Ilanković Vera
Konferencijski prilog (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
The main aim of this research is to determine developmental abilities that are
preconditions of acquiring mathematics knowledge and skills.
The sample consisted of 115 typically developing children of both genders, aged
between 8 and 11 (M=9.78). Acadia test of developmental abilities was applied to assess
the abilities that are considered necessary for acquiring academic knowledge and skills.
Achievements in different areas of Mathematics were assessed on the basis of teachers’
questionnaire based on General achievement standards.
The results of this research reveal a statistically significant influence of various
developmental abilities, assessed by means of Acadia test, on achievements in different
areas of Mathematics, presented through total scores: visuomotor skills (p≤0.000-0.003),
perceptive functions (p=0.033-0.018), language skills (p=0.004-0.020), verbal and
nonverbal reasoning (p=0.002; p=0.023) and auditory short-term memory (p=0.015).
Children with lower score...s on Visuomotor Coordination and Sequencing subtest
(below 25th percentile) had significantly lower achievement in all mathematics areas
(p≤0.000-0.039). Children with lower scores on Visual Discrimination subtest had
significantly lower achievement in the area of multiplication and division (p=0.003-
0.010), geometry (p=0.002-0.036) and measurements and measures (p=0.009-0.016).
Lower copying skills (below 25th percentile) were related to lower addition and
subtraction achievements (p=0.012-0.046), while lower scores on Auditory Memory
subtest were related to lower knowledge of integers (p=0.017-0.029). Children with lower
scores on Concept Formation subtest had lower achievements in the areas of addition and
subtraction (p=0.009-0.011), multiplication and division (p=0.002), geometry (p=0.017-
0.045) and measurements and measures (p=0.013-0.009).
The results obtained in this study indicate that among numerous developmental
abilities, visuomotor coordination, visual discrimination, copying skills, verbal reasoning
and auditory short-term memory can be singled out as areas of great importance for the
development of various aspects of mathematics. Thus, in the context of prevention and
early intervention, it would be desirable to focus more on the development of visuomotor
and integrative skills at the preschool level.
Ključne reči:
developmental abilities / mathematics / Acadia testIzvor:
Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016., 2016, 375-396Izdavač:
- University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
Institucija/grupa
rFASPERTY - CONF AU - Buha, Nataša AU - Gligorović, Milica PY - 2016 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/2437 AB - The main aim of this research is to determine developmental abilities that are preconditions of acquiring mathematics knowledge and skills. The sample consisted of 115 typically developing children of both genders, aged between 8 and 11 (M=9.78). Acadia test of developmental abilities was applied to assess the abilities that are considered necessary for acquiring academic knowledge and skills. Achievements in different areas of Mathematics were assessed on the basis of teachers’ questionnaire based on General achievement standards. The results of this research reveal a statistically significant influence of various developmental abilities, assessed by means of Acadia test, on achievements in different areas of Mathematics, presented through total scores: visuomotor skills (p≤0.000-0.003), perceptive functions (p=0.033-0.018), language skills (p=0.004-0.020), verbal and nonverbal reasoning (p=0.002; p=0.023) and auditory short-term memory (p=0.015). Children with lower scores on Visuomotor Coordination and Sequencing subtest (below 25th percentile) had significantly lower achievement in all mathematics areas (p≤0.000-0.039). Children with lower scores on Visual Discrimination subtest had significantly lower achievement in the area of multiplication and division (p=0.003- 0.010), geometry (p=0.002-0.036) and measurements and measures (p=0.009-0.016). Lower copying skills (below 25th percentile) were related to lower addition and subtraction achievements (p=0.012-0.046), while lower scores on Auditory Memory subtest were related to lower knowledge of integers (p=0.017-0.029). Children with lower scores on Concept Formation subtest had lower achievements in the areas of addition and subtraction (p=0.009-0.011), multiplication and division (p=0.002), geometry (p=0.017- 0.045) and measurements and measures (p=0.013-0.009). The results obtained in this study indicate that among numerous developmental abilities, visuomotor coordination, visual discrimination, copying skills, verbal reasoning and auditory short-term memory can be singled out as areas of great importance for the development of various aspects of mathematics. Thus, in the context of prevention and early intervention, it would be desirable to focus more on the development of visuomotor and integrative skills at the preschool level. PB - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju C3 - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. T1 - Preconditions of mathematics knowledge and skills EP - 396 SP - 375 UR - https://hdl.handle.net/21.15107/rcub_rfasper_2437 ER -
@conference{ author = "Buha, Nataša and Gligorović, Milica", year = "2016", abstract = "The main aim of this research is to determine developmental abilities that are preconditions of acquiring mathematics knowledge and skills. The sample consisted of 115 typically developing children of both genders, aged between 8 and 11 (M=9.78). Acadia test of developmental abilities was applied to assess the abilities that are considered necessary for acquiring academic knowledge and skills. Achievements in different areas of Mathematics were assessed on the basis of teachers’ questionnaire based on General achievement standards. The results of this research reveal a statistically significant influence of various developmental abilities, assessed by means of Acadia test, on achievements in different areas of Mathematics, presented through total scores: visuomotor skills (p≤0.000-0.003), perceptive functions (p=0.033-0.018), language skills (p=0.004-0.020), verbal and nonverbal reasoning (p=0.002; p=0.023) and auditory short-term memory (p=0.015). Children with lower scores on Visuomotor Coordination and Sequencing subtest (below 25th percentile) had significantly lower achievement in all mathematics areas (p≤0.000-0.039). Children with lower scores on Visual Discrimination subtest had significantly lower achievement in the area of multiplication and division (p=0.003- 0.010), geometry (p=0.002-0.036) and measurements and measures (p=0.009-0.016). Lower copying skills (below 25th percentile) were related to lower addition and subtraction achievements (p=0.012-0.046), while lower scores on Auditory Memory subtest were related to lower knowledge of integers (p=0.017-0.029). Children with lower scores on Concept Formation subtest had lower achievements in the areas of addition and subtraction (p=0.009-0.011), multiplication and division (p=0.002), geometry (p=0.017- 0.045) and measurements and measures (p=0.013-0.009). The results obtained in this study indicate that among numerous developmental abilities, visuomotor coordination, visual discrimination, copying skills, verbal reasoning and auditory short-term memory can be singled out as areas of great importance for the development of various aspects of mathematics. Thus, in the context of prevention and early intervention, it would be desirable to focus more on the development of visuomotor and integrative skills at the preschool level.", publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju", journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.", title = "Preconditions of mathematics knowledge and skills", pages = "396-375", url = "https://hdl.handle.net/21.15107/rcub_rfasper_2437" }
Buha, N.,& Gligorović, M.. (2016). Preconditions of mathematics knowledge and skills. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 375-396. https://hdl.handle.net/21.15107/rcub_rfasper_2437
Buha N, Gligorović M. Preconditions of mathematics knowledge and skills. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:375-396. https://hdl.handle.net/21.15107/rcub_rfasper_2437 .
Buha, Nataša, Gligorović, Milica, "Preconditions of mathematics knowledge and skills" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):375-396, https://hdl.handle.net/21.15107/rcub_rfasper_2437 .