Please use this identifier to cite or link to this item: http://dspace.ucuenca.edu.ec/handle/123456789/30683
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dc.contributor.authorBojorque Iñegues, Gina Catalina
dc.contributor.authorTorbeyns, Joke
dc.contributor.authorVan nijlen, Daniel
dc.contributor.authorVerschaffel, Lieven
dc.date.accessioned2018-07-11T13:47:07Z-
dc.date.available2018-07-11T13:47:07Z-
dc.date.issued2018
dc.identifier.issn1678-4634 (On-line)
dc.identifier.urihttp://dspace.ucuenca.edu.ec/handle/123456789/30683-
dc.identifier.urihttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022018000100435
dc.description.abstractThis study aimed at analyzing the development of Ecuadorian children’s early numerical abilities during the Kindergarten year in relation to their SES, the quality of their early mathematics education, and the attended school type. 179 Ecuadorian Kindergartners (18 classrooms, 6 classrooms per school type) were offered a standards-based early numeracy test at both the start and the end of the Kindergarten year. In all classrooms, the quality of early mathematics education was assessed twice via the COEMET instrument. Results first showed rather low scores on the early numeracy test, with only 50% (at the start) up to 70% (at the end) of the items solved correctly, along with large inter-individual differences in these scores. Second, the quality of early mathematics education in the participating classrooms was also rather low. Third, children’s early numerical abilities at Kindergarten entry, SES, and school type predicted children’s early numerical abilities at the end of the school year. The quality of early mathematics education did not contribute to children’s numerical development. We critically discuss our findings in view of optimizing the quality of Ecuadorian early mathematics education as a stepping stone towards enhanced numerical development.
dc.language.isoes_ES
dc.sourceEducação e Pesquisa
dc.subjectEARLY NUMERICAL ABILITIES
dc.subjectQUALITY OF EARLY MATHEMATICS EDUCATION
dc.subjectSES
dc.subjectKINDERGARTEN
dc.titleEcuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type
dc.typeARTÍCULO
dc.ucuenca.idautor0102603743
dc.ucuenca.idautor6602295023
dc.ucuenca.idautor23974009400
dc.ucuenca.idautor6701742239
dc.identifier.doi10.1590/s1678-463444201801164156
dc.ucuenca.versionVersión publicada
dc.ucuenca.areaconocimientounescoamplio01 - EDUCACION
dc.ucuenca.afiliacionBojorque, G., Universidad de Cuenca, Facultad de Filosofía, Letras y Ciencias de la Educación, Cuenca, Ecuador
dc.ucuenca.afiliacionTorbeyns, J., KU Leuven, Leuven, Belgica
dc.ucuenca.afiliacionVan nijlen, D., KU Leuven, Leuven, Belgica
dc.ucuenca.afiliacionVerschaffel, L., KU Leuven, Leuven, Belgica
dc.ucuenca.correspondenciaBojorque Iñegues, Gina Catalina, gina.bojorque@ucuenca.edu.ec
dc.ucuenca.volumenvol. 44, e164156
dc.ucuenca.indicebibliograficoSCOPUS
dc.ucuenca.factorimpacto0.4
dc.ucuenca.cuartilQ4
dc.ucuenca.numerocitaciones0
dc.ucuenca.areaconocimientofrascatiamplio5. CIENCIAS SOCIALES
dc.ucuenca.areaconocimientofrascatiespecifico5.3 CIENCIAS DE LA EDUCACION
dc.ucuenca.areaconocimientounescoespecifico011 - EDUACION
dc.ucuenca.areaconocimientounescodetallado0111 - CIENCIAS DE LA EDUCACION
dc.ucuenca.urifuentehttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S1517-97022018000100435&lang=pt
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