Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading

Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

Actions may speak louder than words: Comparing methods of assessing children's spontaneous focusing on number

Young children vary widely in the extent to which they attend to numerical information in their everyday environments without explicit prompting. This tendency to spontaneously focus on numerosity has been linked to children's math skills in past work. However, various measures have been used to quantify children's spontaneous focusing on numerosity (SFON) in previous studies, some of which rely on children's behavioral responses and others of which rely on verbal responses. Furthermore, these measures are not consistently related to one another or to children's math skills. In this study, we compared children's SFON as demonstrated through their behaviors and verbal responses during a set of imitation tasks in a sample of 107 3- and 4-year-olds. We found that children behaviorally demonstrate SFON (e.g., stamping the same number of spikes on a dinosaur as an experimenter) more frequently than they discuss number during the same tasks, but the two indices of SFON were significantly associated when accounting for variability in children's overall speech. Furthermore, we found that children's SFON through their actions was significantly predicted by prior math skills, whereas SFON through speech was not. These findings indicate that SFON may be a multifaceted construct, although more work is needed to extend these findings to other common SFON tasks.

Spontaneous focusing on numerosity in preschool as a predictor of mathematical skills and knowledge in the fifth grade

Previous studies in a variety of countries have shown that there are substantial individual differences in children's spontaneous focusing on numerosity (SFON), and these differences are positively related to the development of early numerical skills in preschool and primary school. A total of 74 5-year-olds participated in a 7-year follow-up study, in which we explored whether SFON measured with very small numerosities at 5 years of age predicts mathematical skills and knowledge, math motivation, and reading in fifth grade at 11 years of age. Results show that preschool SFON is a unique predictor of arithmetic fluency and number line estimation but not of rational number knowledge, mathematical achievement, math motivation, or reading. These results hold even after taking into account age, IQ, working memory, digit naming, and cardinality skills. The results of the current study further the understanding of how preschool SFON tendency plays a role in the development of different formal mathematical skills over an extended period of time.