Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type

Bojorque, Gina; Torbeyns, Joke; Nijlen, Daniël Van; Verschaffel, Lieven

doi:10.1590/S1678-463444201801164156

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

ARTICLES • Educ. Pesqui. 44 • 2018 • https://doi.org/10.1590/S1678-463444201801164156 copy

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type ¹ 1 - This work was supported by a scholarship sponsored by the Ecuadorian Secretary of Higher Education, Science, Technology and Innovation (SENESCYT).

Desenvolvimento numérico de pré-escolares equatorianos: o papel do nível sócio econômico, da qualidade da educação matemática inicial e do tipo de escola ⁶ 6 - Este trabalho foi financiado pela Secretaria de Educação Superior, Ciência, Tecnologia e Inovação do Equador (SENESCYT).

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This 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.

Early numerical abilities; Quality of early mathematics education; SES; Kindergarten

School type	Children				Mean SES (SD)	Number of children per SES category*
	Boys	Girls	Total			1	2	3	4	5
Public Urban	29	30	59	5y 1m (4.1m)	1.56 (.84)	6	21	25	7	0
Public Rural	30	32	62	5y 2m (3.4m)	1.03 (.68)	12	37	12	1	0
Private	33	25	58	5y 2m (3.6m)	2.55 (.73)	0	3	25	25	5
TOTAL	92	87	179	5y 2m (3.7m)	1.70 (.98)	18	61	62	33	5

	Start of Kindergarten			End of Kindergarten
	M	SD	Range	M	SD	Range
Public Urban	23.17	8.34	2–47	37.36	9.38	7–52
Public Rural	19.82	6.18	6–33	34.55	7.27	10–47
Private	28.93	9.08	5–49	40.98	8.08	10–52
TOTAL	23.88	8.74	2–49	37.56	8.64	7–52

	Classroom Culture (max. = 45)			Specific Math Activities (max. = 95)			Total COEMET (max. = 140)
	M	SD	Range	M	SD	Range	M	SD	Range
Public Urban	16.67	3.09	13.5–22	41.52	6.20	34–51	58.19	8.41	48.5–68
Public Rural	13.17	3.43	10–17.5	36.38	5.46	29–44	49.54	8.74	40–61.5
Private	16.42	6.23	9.5–24.5	40.98	7.88	32.25–51	57.40	13.88	44.75–74.5
Private	15.42	4.52	9.5–24.5	39.63	6.63	29.5–51	55.04	10.77	40–74.5

Model	Variable	Coeff.	SE	df	p-value	Sig.	-2LL
1	Intercept	18.271	1.297	94.566			1104.28
	TENA Test 1	0.808	0.049	151.672	.000	***
2	Intercept	14.864	1.500	69.936		***	1086.73
	TENA Test 1	0.652	0.061	173.243	.000	***
	SES	2.641	0.614	145.421	.000	***
3	Intercept	18.924	3.522	14.193		***	1088.72
	TENA Test 1	0.654	0.061	172.764	.000	***
	SES	2.812	0.626	154.405	.000	***
	COEMET	-0.083	0.065	15.432	.217
4	Intercept	14.206	3.796	16.757		***	1076.86
	TENA Test 1	0.646	0.060	172.850	.000	***
	SES	3.388	0.663	172.678	.000	***
	COEMET	-0.068	0.061	14.667	.287
	Public urban	3.481	1.531	17.507	.036	*
	Public rural	3.985	1.666	19.633	.027	*

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Gina Bojorque obtained the PhD degree at the Center for Instructional Psychology and Technology at KU Leuven. She is a lecturer at the University of Cuenca. Her major research interest focuses on early mathematics learning and instruction.

Joke Torbeyns is a Postdoctoral Fellow of the Center for Instructional Psychology and Technology at the KU Leuven. Her research interests focus on the acquisition of early numeracy competencies and on strategy choice and development in the domain of elementary arithmetic.

Daniël Van Nijlen works at the Center for Educational Effectiveness and Evaluation at the KU Leuven and is involved in national assessments of educational standards in Flanders, Belgium. His primary research interests are educational measurement and psychometrics.

Lieven Verschaffel is a full professor in educational sciences working at the Center for Instructional Psychology and technology at the KU Leuven. His major research interests are educational psychology and (psychology of) mathematics education.

Brasil

Brasil

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type 1 1 - This work was supported by a scholarship sponsored by the Ecuadorian Secretary of Higher Education, Science, Technology and Innovation (SENESCYT).

Desenvolvimento numérico de pré-escolares equatorianos: o papel do nível sócio econômico, da qualidade da educação matemática inicial e do tipo de escola 6 6 - Este trabalho foi financiado pela Secretaria de Educação Superior, Ciência, Tecnologia e Inovação do Equador (SENESCYT).

Abstract

Ecuadorian kindergartners’ numerical development: contribution of SES, quality of early mathematics education, and school type ¹ 1 - This work was supported by a scholarship sponsored by the Ecuadorian Secretary of Higher Education, Science, Technology and Innovation (SENESCYT).

Desenvolvimento numérico de pré-escolares equatorianos: o papel do nível sócio econômico, da qualidade da educação matemática inicial e do tipo de escola ⁶ 6 - Este trabalho foi financiado pela Secretaria de Educação Superior, Ciência, Tecnologia e Inovação do Equador (SENESCYT).