Contributions of the psychology of mathematical cognition in early childhood education using apps
Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symb...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.913970/full |
| _version_ | 1811260051875168256 |
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| author | Carlos Mera Cándida Delgado Estíbaliz Aragón Inmaculada Menacho María Del Carmen Canto José I. Navarro |
| author_facet | Carlos Mera Cándida Delgado Estíbaliz Aragón Inmaculada Menacho María Del Carmen Canto José I. Navarro |
| author_sort | Carlos Mera |
| collection | DOAJ |
| description | Educational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57–79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (N = 49), high-performance group (N = 21), and control group (N = 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance. |
| first_indexed | 2024-04-12T18:40:44Z |
| format | Article |
| id | doaj.art-8e2ea0f14df04ec1920786b99a919466 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T18:40:44Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8e2ea0f14df04ec1920786b99a9194662022-12-22T03:20:47ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.913970913970Contributions of the psychology of mathematical cognition in early childhood education using appsCarlos MeraCándida DelgadoEstíbaliz AragónInmaculada MenachoMaría Del Carmen CantoJosé I. NavarroEducational interventions are necessary to develop mathematical competence at early ages and prevent widespread mathematics learning failure in the education system as indicated by the results of European reports. Numerous studies agree that domain-specific predictors related to mathematics are symbolic and non-symbolic magnitude comparison, as well as, number line estimation. The goal of this study was to design 4 digital learning app games to train specific cognitive bases of mathematical learning in order to create resources and promote the use of these technologies in the educational community and to promote effective scientific transfer and increase the research visibility. This study involved 193 preschoolers aged 57–79 months. A quasi-experimental design was carried out with 3 groups created after scores were obtained in a standardised mathematical competence assessment test, i.e., low-performance group (N = 49), high-performance group (N = 21), and control group (N = 123). The results show that training with the 4 digital learning app games focusing on magnitude, subitizing, number facts, and estimation tasks improved the numerical skills of the experimental groups, compared to the control group. The implications of the study were, on the one hand, provided verified technological tools for teaching early mathematical competence. On the other hand, this study supports other studies on the importance of cognitive precursors in mathematics performance.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.913970/fulldigital learning gamesappmathematical cognitionmagnitudes comparisonnumerical estimationearly education |
| spellingShingle | Carlos Mera Cándida Delgado Estíbaliz Aragón Inmaculada Menacho María Del Carmen Canto José I. Navarro Contributions of the psychology of mathematical cognition in early childhood education using apps Frontiers in Psychology digital learning games app mathematical cognition magnitudes comparison numerical estimation early education |
| title | Contributions of the psychology of mathematical cognition in early childhood education using apps |
| title_full | Contributions of the psychology of mathematical cognition in early childhood education using apps |
| title_fullStr | Contributions of the psychology of mathematical cognition in early childhood education using apps |
| title_full_unstemmed | Contributions of the psychology of mathematical cognition in early childhood education using apps |
| title_short | Contributions of the psychology of mathematical cognition in early childhood education using apps |
| title_sort | contributions of the psychology of mathematical cognition in early childhood education using apps |
| topic | digital learning games app mathematical cognition magnitudes comparison numerical estimation early education |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.913970/full |
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