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2nd Developmental > The development of maths skills > Flashcards

The development of maths skills Flashcards

1
Q

Whats maths?

A

The study of quantitative relations, in early dev focused on cs understanding numbers

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2
Q

Where is early maths though to arise from?

A

Through innate knowledge, experience, informal learning and imitation
- maths learning is cumulative

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3
Q

Why are maths skills so important ?

A
  • number is a central dimension of human experience
  • we need to understand number in order to understand other dimensions like
  • TIME
  • DISTANCE
  • SPEED
    daily life:
  • STATISTICS
  • MONEY AND FINANCE
  • HEALTH INFO e.g. diet info/medicines
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4
Q

Why are early math skills so important ?

A

1) early math skills predict overall school success
- maths skills predicted achievement throughout school
- math skills @ school entry predict reading achievement more than literacy skills
2) good math skills predicts success in other areas
- financial decision making
- effects on understanding medical info = link to ill health which limits SES
- good maths in early childhood= predicts college completion and SES

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5
Q

What are the individual differences in maths skills?

A
  • childrens maths skills are very poor

= 64% of 10yrs dont have proficient maths skills

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6
Q

what does understanding skills that underpin success at maths help us do?

A

work out how we can help cs through designing effective interventions to support children

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7
Q

At what age can cs discriminate on the basis of small numerosities ?

A

0

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8
Q

what age can discriminates increasing from dreacreasing sequences of numerosities ?

A

11months

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9
Q

What age do cs begin to learn sequences of counting words and do one to one correspondence in a sharing task?

A

2yrs

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10
Q

what age can cs recognise that number words mean more than one ‘grabber’?

A

2yrs 6mnths

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11
Q

what age can cs count small numbers of objects and recognise transformations that affect number?

A

3yrs

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12
Q

what age can cs use the cardinality principle to establish numerousity of set ?

A

3yrs 6 months

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13
Q

What age can children use fingers to aid adding?

A

4yrs

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14
Q

what does Feigenson, Carey & Hauser 02 demonstrate?

A 
number sense in infancy 
10/12mnths presented w two boxes
- 1 = 2 crackers
- other = 3 crackers 
FOUND: infants will crawl to the one with the most crackers BUT random when quantities more than 4
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15
Q

What study demonstrates number sense in infancy?

A

Starkey & Cooper 1980
- 4mth old infants looked longer at quantities that were different from before
SUGGESTING they recognised the quantity changed
SO UNDERSTAND DIFFERENT QUANTITIES
BUT only w nos less than 4
= infants can discriminate between nos less than 4

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16
Q

What evidence is there for an early general magnitude system?

A 
= for time, space and number
- small objects = shown for less time, and should have less amount compared to big objects
- more = more across dimensions 
= big size= more quantity= lasts longer
lourenco and longo 10
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17
Q

What 4 informal maths skills develop before children start school?

A

1) Non-symbolic quantity understanding
2) Numerical equality
3) Counting
4) Number magnitude

= foundation for more complex maths thinking

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18
Q

What does non-symbolic quantity understanding refer to ?

A

-Knowledge of the magnitude of a set of items without the need to use verbal or symbolic names
= foundation for learning verbal labels for arithmetic
- 3/4yrs non-symbolic quanity skills predict their maths achievement scores 6mths later = libertus, feigenson & halberda 13

19
Q

What is subitizing?

A

the ability to know the number of a set of objects without counting them

20
Q

What is number equality ?

A

understanding that sets of different objects that have the same no. have something in common e.g. twoness
= emerges early dev around 6mnths wynn 95

21
Q

At what age can most children count to 10 successfully ?

A

3yrs old

= whnn 1990

22
Q

What happens at age 3 regarding counting?

A

1) one to one correspondence = each object must be labelled by a single number word
2) stable order= nos should be recited in order
3) cardinality = the no of objects in a set coresponds to the last no stated
4) order irrelevance - objects can be counted in any order
5) abstraction - any set of objects/events can be counted

23
Q

what can counting skills at age 5 predict?

A

Maths achievement at age 8

= aunola et al 04

24
Q

what is numerical magnitude estimation?

A

the understanding that quantities are ordered along a less-to-more dimension
e.g. 6 is smaller than 8
= predicts maths achievement
- may seem easy but not

25
Q

What is the cognitive model of maths? What does it show?

A

geary 04
how cognitive skills support maths
modality specific systems represent the info, central executive skills support the conceptual and procedural skills,
- idea that difficulties in mathmatical domain are caused by cognitive difficulties further downstream

26
Q

What are the cogntive executive skills of the cognitive model of maths?

A
  • coordinating and executing goal-directed behaviour
  • involve WM = process and maintain info and inhibitory control
    = the system allowing us to suppress distracting info
    = help solve maths problems
27
Q

what is the language speech system and vidsuospatial skills?

A

modality specific systems support maintenece and processing of info
- could have good executive function but bad on this= limits ability to represent a particc type of info

28
Q

how does the central executive skills help deal with verbal info/problems?

A

-WM = comprehend the word and keep track of info
-Inhibitory control= inhibits tendency to subtract immediately e.g.when hear phrase ‘flew away’
also ignores extraneous info

29
Q

how does the central executive skills help deal with verbal info/problems with nos in them instead of words?

A

sally has 20 marbels. she has 10 more marbels than anne. how many marbels does anne have?

inhibitory control= add when see more than

30
Q

how does the central executive skills help deal with visual fractions?

A

inhibitory control= needed to understand numerical info conflict
e.g. inhibit the fact that although 1/2 is the numerically bigger fraction , 3/9 by themselves are bigger than 1 and 2

31
Q

how will poor visual-spatial skills affect the central executive modality specific skills?

A

1) column arithmetic
2) visual attention and monitoring
3) number magnitude and estimation
4) representing numbers in a spatial format

32
Q

how will poor verbal skills affect central executive modality specific skills?

A

1) counting
2) remembering no facts like times tables
3) math word problems

may struggle w verbal labels so use visual formats like counting w fingers

33
Q

What is dyscalculia? also known as mathematical learning difficulty

A

specific learning disorder characterised by impairments in learning basic arthmetic facts, processing numerical magnitude and performing accurate and fluent calculation

34
Q

_________ is a specific learning disorder characterised by impairments in learning basic arithmetic facts , processing numerical magnitude and performing accurate and fluent calculation

A

dyscalculia

= maths learning difficulties

35
Q

how many children have dyscalculia ?

A

5-8% of school children

= as widespread as dyslexia

36
Q

what causes dyscalculia

A

debate about if its deficit in:

numerosity or central executive skills

37
Q

not being able to subitize and instead counting to 3 in a dot-matching task suggests dyscalculia is caused by__________

A

a core deficit with numerosity

38
Q

not being able to complete dot -matching tasks even before big school suggests that dyscalculia is caused by _________

A

numerosity

= a weak intuitive grasp of numbers

39
Q

taking longer to decide if 9 is larger than 2 than that 9 is larger than 8 shows..

A

imature strategies

= a core deficit with numerosity

40
Q

a core deficit with central executive skills can be seen by:

A
  • using immature strategies like using fingers to count as cannot successfully represent this information in WM
  • retrieve wrong maths strategy or info due to poor inhibitory control
  • mem span usually lower than controls which is correlated w maths difficulties
41
Q

children with _______ tend to get better attainment scores through school in maths and other subjects

A

good early maths skills

42
Q

children with ______ are more likely to have a higher SES in adulthood

A

good early maths skills

43
Q

the ability to do maths is supported by ________, ______, and ________

A
  • working memory
  • inhibitory control
  • the ability to represent verbal and visuospatial info
44
Q

________ is a mathametical learning disability

A

dyscalculia

2nd Developmental (7 decks)

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