Browsing by Author "Moscoso Reyes, Jheni Faviola"

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Early number and arithmetic performance of Ecuadorian 4-5-year-olds
(2015) Bojorque Iñegues, Gina Catalina; Torbeyns, Joke; Moscoso Reyes, Jheni Faviola; Van Nijlen, Daniel; Verschaffel, Lieven
This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed.
Educación matemática en el Kindergarten:Estudio comparativo de los currículos de Ecuador,Chile y Singapur
(2015) Bojorque Iñegues, Gina Catalina
Curriculum materials have a positive or negative impact on children ́s learning, depending on its contents and on the way the curriculum is monitored. Therefore, in most of the world there is a public interest in conducting international comparisons among the educational curricula of their countries in order to improve the quality of education their children receive. However, none of these studies includes the Ecuadorian curriculum (in the area of mathematics) for Kindergarten. Consequently, this study aims at conducting a comparative analysis of the Kindergarten curricula of Ecuador, Chile, and Singapore in relation to the skills (what to teach), sequence (when to teach) and methodology (how to teach) proposed in each of the curricula. Results indicate that the curricula share common features as well as they present significant differences, especially in terms of the precision and detail of its given skills as well as the specificity of the recommended strategies for working with children
Evaluación de competencias numéricas de los niños de preparatoria en las escuelas públicas de la ciudad de Cuenca
(Universidad de Cuenca, 2020-07-28) Moscoso Reyes, Jheni Faviola; Bravo Guerrero, Fabián Eugenio
Early mathematical skills are considered as the basis of the conceptual structures on which the learning of advanced mathematics leans on. Identifying the level of mathematical skills with children begin formal education is essential, this, in order to implement programs focused on strengthening the skills in which children reach low levels and strengthen those that have managed to consolidate. The objective of this paper is to examine the level of performance in the numerical skills of 188 children who start Basic General Education in public and private schools in the city of Cuenca-Ecuador. For this purpose, the Early Mathematical Assessment Test (TEMT) was used as a tool. The applied study, quantitative, exploratory and cross-sectional, reveals that children in public schools obtain a score of 25.5 / 40; compared to the score obtained by children from private schools that reach 32.1 / 40; the difference is statistically significant, with a coefficient of variance of 25% and, p-value less than 5%. The competition, with the highest performance in both public and private schools, is the comparison, while the one with the lowest performance is related to counting. According to the study, it can be concluded that children in private schools achieve better performance in mathematical skills than children in public schools, in addition, it is evident that the level of knowledge in both public and private schools is higher in relational skills than numerical skills