Children's Numeracy Research Articles

SOSIALISASI BERHITUNG CEPAT DENGAN TEKNIK FIVE FINGER DI RA AL ASHRIYAH KOTA LANGSA

The implementation of this community service activity was motivated by the low counting ability of the early childhood, as well as the lack of interest and motivation of children in fast counting. Thus, there were desires to know and examine children's numeracy abilities using the five finger method with learning media using their own body parts. The participants in this activity were 20 students of RA Al Ashriyah, Langsa City. The purpose of this activity was to foster interest and talent in preschool children in fast counting using the five finger method. The results of this socialization activity showed that the numeracy skills of RA Al Ashriyah children in Langsa City using the five finger method had increased compared to children who counted conventionally. This was seen when given practice questions, most of the children can quickly calculate the answers properly and correctly. This activity can also train children's quick counting skills by familiarizing children with learning simple things. In addition, this activity can increase children's creative thinking in utilizing objects around them as learning media.

PENINGKATAN KEMAMPUAN BERHITUNG MELALUI PERMAINAN ULAR TANGGA PADA ANAK KELAS B DI TK BUKIT PERMAI 2 DI DESA KAMPILI KABUPATEN GOWA

The main problem in this study is how to improve children's numeracy skills through snakes and ladders games in class B at Bukit Permai 2 Kindergarten in Kampili Village, Gowa Regency. This type of research is classroom action research consisting of implementation planning, observation and reflection. The research subjects were 1 teacher and 17 children in class B at Bukit Permai 2 Kindergarten. The object of this study was the ability to recognize number symbols through a game of snakes and ladders. Data collection techniques used observation and documentation. The instruments used were observation sheets and documentation results. Data analysis used is descriptive quantitative. The results of this study indicate that there is an increase in numeracy skills in class B children at Bukit Permai 2 Kindergarten. The research implementation in cycle I and cycle II showed that children's numeracy skills could be seen from the percentage of observations of children's numeracy abilities in cycle I was 39.7% and the percentage of observations on the ability to recognize children's number symbols in cycle II was 82.8% with very good development criteria. Thus it can be concluded that using the snake and ladder game can improve the ability to recognize number symbols in class B children at Bukit Permai 2 Kindergarten.

Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest

Many existing home numeracy models focus only on the roles of home activities in children's numeracy abilities. Parents’ beliefs, teaching strategies, and children's numeracy interest are seldom considered. As such, this study investigated the relations between parents’ epistemological beliefs about mathematics, how often children engaged with numeracy activities at home, parents’ use of indirect teaching strategies, children's early interest and ability in numeracy. Three hundred twenty-seven Hong Kong kindergarteners and their parents participated in the study. After controlling for the children's gender, age, non-verbal intelligence and language abilities, results showed that parents’ dynamic beliefs about the nature of mathematics were associated with their use of indirect teaching strategies. The frequency of home numeracy activities and parents’ use of indirect teaching strategies were linked with children's numeracy abilities through numeracy interest. Our findings demonstrate the importance of helping parents to appreciate the dynamic nature of mathematics, and of coaching parents how to guide children's numeracy learning.

Executive functions, motivation, and children's academic development in Côte d'Ivoire.

The role of executive function skills and motivation in supporting children's academic achievement is well-documented, but the vast majority of evidence is from high-income countries. Classrooms in sub-Saharan Africa tend to be large, teacher-driven, and lecture-focused, which may provide extra challenges for children to stay engaged in the learning process. Based in self-regulated learning theory, we tested the contributions of executive functions and motivation for children's literacy and numeracy skills over 1 school year. Our preregistered study of 2,500 primary school students in Côte d'Ivoire used lagged models with a robust set of demographic covariates. Executive functions were directly assessed, and children reported on their levels of motivation for schooling. Findings indicated strong longitudinal continuity of both literacy and numeracy skills over the academic year. Further, we found unique associations of executive functions and intrinsic motivation with changes in children's literacy skills and a unique association of executive functions, but not intrinsic motivation, with changes in children's numeracy skills over the school year. Overall, these results provide evidence for the importance of nonacademic skills for children's learning in a rural, sub-Saharan African context. Implications include improving access to preprimary education, the quality of primary school experiences, and teacher training and supports to increase children's early academic skills, self-regulation skills, and motivation for learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

How do Chinese parental attitudes influence children's numeracy interests? What matters is home numeracy activities, not extracurricular participation

Early numeracy interests are important for mathematic development. To cultivate children's numeracy, it is common for Chinese parents to enroll their children in math-based organized extracurricular activities (ECAs) before schooling, as well as engage in numeracy activities at home with children. However, the extent to which extracurricular participation and home numeracy activities matter for developing young children's numeracy interests remains unclear. This study recruited 119 kindergarten children between the ages of 38 and 79 months alongside their caregivers. The demographics of participants, parental attitudes, parental practices, and online organized extracurricular activities were collected via questionnaires. The mediation model showed that parental attitudes are associated with home numeracy activities, math-based organized extracurricular activities and children's numeracy interests. Interestingly, home numeracy activities mediated the relationships of parental attitudes toward learning with children's numeracy interests, but online organized extracurricular activities did not. The findings suggest that parents should not exclusively rely on online organized extracurricular activities to cultivate their children's numeracy interests. Instead, engaging in home numeracy activities is specifically important for kindergarten children's numeracy interests.

Literacy and Numeracy in Children on Autism Spectrum Disorder

ObjectivesThe variability in patterns of acquisition of literacy and numeracy skills in young children with autism spectrum disorder (ASD) is currently not well understood. In the present study, we investigated these skills in cognitively able children with ASD ages 7–12 years.MethodsUsing independent samples t test, we compared autistic children’s scores on word reading, spelling, and numerical operations with those of typically developing children in the same age group. A paired-samples t test was used to assess whether reading, spelling, and numerical operations scores were comparable within the ASD group. Finally, we tested whether verbal IQ mediated the effect of diagnostic status on these scores.ResultsThe main findings of the study are that autistic children had worse scores on numerical operations than the control group (t(54.112) = − 3.326, p = .002, d = − .314), but the groups’ scores were similar in word reading and spelling. The autistic children had significantly better scores on word reading and spelling than on numerical operations. All scores of autistic children were positively associated with their verbal IQ scores. Verbal IQ mediated the effect of diagnostic status on all outcome variables.ConclusionThese findings extend current understanding of patterns of acquisition of literacy and numeracy skills in young children with ASD, suggesting a critical role of verbal abilities in the acquisition of numerical skills.

The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills

The present study investigated the interplay between children’s mathematical skills and their mothers’ and fathers’ engagement in numeracy activities. One hundred and five Hong Kong Chinese children and their fathers and mothers were assessed at two time points, first in their second year of preschool, then one year later in their third year. At both time points, all of the fathers and mothers independently reported how frequently they engaged in numeracy activities with children, and all of the children were tested individually to evaluate their symbolic and non-symbolic mathematical skills. The results showed that mothers’ application activities positively predicted children’s later non-symbolic mathematical skills. Children’s non-symbolic mathematical skills negatively predicted their mothers’ later number skill activities, and their symbolic mathematical skills negatively predicted their fathers’ later number skill activities. Finally, mothers’ number book activities positively predicted fathers’ later number book activities, and mothers’ number skill activities positively predicted fathers’ later number skill activities. These findings highlight the importance of mothers’ application activities to children’s number learning and the potential role of children’s weak mathematical skills in eliciting parental engagement in number skill activities. They also underscore the positive effect of mothers’ engagement in numeracy activities on fathers’ engagement.

PENINGKATAN KEMAMPUAN BERHITUNG 1-10 MELALUI VIDEO ANIMASI PADA KELOMPOK A DI RA AR ROHMAH PEKUKUHAN KECAMATAN MOJOSARI KABUPATEN MOJOKERTO

This study discusses efforts to improve early numeracy skills through animated video media. This study is motivated by the low ability to count from 1-10 in children due to the lack of learning media used by teachers. This study aims to see the effectiveness of the use of animated video media in increasing the ability to count from 1-10 in group A RA Ar-Rohmah children.In the implementation of this research, it was precisely carried out in the first semester with 2 cycles, the results of the study could be obtained by looking at the observation sheets of children who increasingly showed an increase in the development of counting 1-10 seen in the first cycle of 58% while in the second cycle it reached 83%. it can be concluded that this study was successful because it achieved an increase of up to 25%. By using animated video media, children can know the concept of numbers, recognize number symbols, count objects by playing while learning in a fun atmosphere. The use of animated videos also influences the development of children's numeracy skills with the support of activities that support them, namely creative and innovative activities.

Upaya Meningkatkan Kemampuan Berhitung melalui Permainan Kotak Pintar pada Anak Usia Dini

In improving children's cognitive, a game is needed so that it stimulates the ability to count. Based on this, the problem to be investigated in this study is how children's numeracy skills can be increased. The purpose of this study is to prove that children's numeracy skills can be improved through smart box games. The approach used in this research is quantitative with the type of classroom action esearch. Data collection methods used in this study were observation, interviews and documentation. The results of this study are: increasing the numeracy ability of children in group B in TK Kartika II 38 applying the smart box game obtained from the analysis of children's numeracy skills in cycle I obtained an average level of developmental achievement score 14 in the category of starting to develop, then seen in cycle I the average level of achievement in the development of numeracy was 34.33 and in the pre-cycle the score was 20.33, this showed an increase while in cycle II the overall numeracy ability of children was 42.17 in the very well developed category so that in the second cycle there was an increase of 7, It was concluded that at the end of the second cycle the research was said to be successful because the criteria for success had been reached according to the agreement between the researchers and the collaboration.

Implementation of the Independent Learning Curriculum to Realize One Child One Curriculum

In the national education system, teachers are tasked with shaping the nation's future but are given too much regulation than help. The teacher wants to help students to catch up in class, but time is running out to pursue administration with no clear benefits. Teachers know that students' potential cannot be measured by test results, but teachers are worked on by numbers that are urged by various stakeholders. The new curriculum is sometimes considered a new problem because it needs learning and adjustment. We must realize that if we have a problem in our education world, it is awareness of that problem that can awaken us. What is the current problem related to the condition of education, especially with the implementation of the current independent learning curriculum. To be able to immediately move on from the old curriculum is not an easy thing, in practice many teachers are trained with the new curriculum, at the time of training they are able to adjust to the bills in the training but after completing the training they forget it again. So far, the learning process has only relied on educators as the main source, so that students are less involved in learning, because students are said to be learning if they are able to remember and memorize the information or lessons that have been conveyed. Learning like this will not make students active, independent and develop their knowledge based on the learning experiences they have done. Meanwhile, along with the progress of the times and technology, human resources with good characteristics are needed. In our education profile report, we have data that one of the two children does not yet understand basic literacy. This profile occurs because the teacher is still too focused on completing the teaching material. Haven't caught up yet, there is evidence, evidence so that you can go up to the next ladder. If in the past, A was given / got the first test score in homework the number 3, because he couldn't / did not understand, then the same question was given to all children, some got 3 points, there were 6 other children got 10 in one class. Child A then learns, he can compare, then Person A gets a 6. Then after a long time he studied, then A has got a value of 10. So the final score given should be 10. The final score so far is 3+6+ 10 divided by 3. Moreover, he achieved this by remedial, only above the KKM (Minimum Completeness Criteria), if he was able to cure his "disease" the score was only below the KKM. In the system so far, if it was low at the beginning it would be low forever. Then after we examined it, it turned out that this was considered unfair. If the child was naughty at the beginning, it was bad but now he has repented. Do we still judge the value of being lazy or the value after repentance? This change is not seen, with this child's numeracy ability is really 10

MENINGKATKAN KEMAMPUAN ANAK DALAM BERHITUNG MELALUI METODE BERNYANYI DENGAN MEDIA FLASH CARDS (Studi Deskriptif di RA Al-Furqon Kabupaten Ciamis)

This research is motivated by the lack of numeracy skills of 1-10 students at RA Al-Furqon. This study aims to determine how the planning, implementation and results of using the singing method using flash cards media to improve children's numeracy skills. This study uses a qualitative descriptive research method. Sources of data used through questionnaires, interviews, observations, documentation and literature studies. From the results of this study, it was concluded that the singing method through flash cards was proven to improve numeracy skills in group A children in RA Al Furqon, Ciamis Regency.

ANALISA KEGIATAN BERHITUNG PADA ANAK DENGAN MEDIA SPINDLE BOX DI TK AISYIYAH 18 ASEMJAJAR

Early childhood education is useful as a stimulation for children in accordance with the growth characteristics of children at their age. Age 4-5 years is the age when children begin to recognize symbols in the form of numbers from one to ten. Therefore, early childhood education, especially in formal education such as in Aisyiyah 18 Asemjajar Kindergarten, must be able to improve the learning of arithmetic activities. Spindle Box is an educational game tool for children that will be implemented in Aisyiyah 18 Asemjajar Kindergarten to improve counting activities. This research was conducted on 18 children in class A1 (9 boys and 9 girls). Research activities were carried out for three days with predetermined steps. Based on the results of the study, the spindle box succeeded in increasing children's numeracy activities and the children became more enthusiastic so it can be concluded that the APE spindle box has a positive influence on children's numeracy activities in Aisyiyah 18 Kindergarten Asemjajar

The effect of using make-a-match cooperative learning model on children's early numeracy skills

This study aims to determine the effect of using the make-a-match cooperative learning model on children's numeracy skills. This quasi-experimental research was conducted at Fadnur Aisyah Islamic Kindergarten, North Sumatra, Indonesia. Researchers took 30 students aged 5-6 years with a specific purpose as a sample. We were collecting data using observation sheets to assess children's numeracy skills. The research instruments include mentioning numbers, counting pictures, connecting with symbols, and adding simplicity. The data analysis technique used is the one-way ANOVA test. The results showed that the average numeracy ability of children using the make-a-match learning model was higher than the expository learning model. Therefore, the implications of the make-a-match cooperative learning model can support numeracy skills in early childhood

The Effectiveness Of Using Ice Cream Stick Media In Increasing The Calculation Of Children Aged 5-6 Years Old In Nagari Muara Sakai Pesisir Selatan District

This research is motivated by the low numeracy skills of children. It is suspected that the child's low numeracy ability can be caused by many factors, including inappropriate learning methods, lack of parental/environmental support, unattractive learning facilities/media, and low levels of children's intelligence. This study aims to determine the ability to increase the effectiveness of using ice cream sticks in improving the numeracy skills of children aged 5-6 years in Nagari Muaro Sakai, Pesisir Selatan Regency. The type of research is quantitative with a quasi-experimental method with a pretest and posttest design. The population of this study were 20 children aged 5-6 years in Nagari Muaro Sakai, with a study sample of 8 children taken by purposive sampling technique. Data analysis used paired sample t-test. Before being given the action (pretest) the child's numeracy ability was categorized as not yet developed, after being given the action (posttest) the child's numeracy ability was categorized as developing and there was an influence of ice cream stick media on the child's ability to count. Sig 0.000 < 0.05. It is suggested to AUD parents and educators to use ice cream stick media in developing numeracy skills in children.Keywords: Ice cream stick media, Counting Ability

Pelatihan Inovasi Media Pembelajaran Literasi dan Numerasi Antikorupsi dalam Kondisi Darurat Covid-19 di TK ABA Komplek Masjid Perak Prenggan

The outbreak of corruption cases of COVID-19 funds from the Village, Regency to Ministry level, has direct implications for the death rate, especially early childhood, which reached 43.7% of total child deaths during the COVID-19 period or 0.85% of total deaths confirmed positive. Numeration and literacy as the minimum competencies of students have been widely discussed. However, literacy and numeracy specific to the field of anti-corruption have not been widely applied by both teachers and students. This Community Empowerment Program aims to increase the literacy and numeracy empowerment of partner groups through anti-corruption learning media innovation training. This PPM partner group is TK ABA Komplek Masjid Perak Kotagede Yogyakarta which consists of 20 teachers with undergraduate education. Data analysis techniques are used to measure the level of empowerment of partners in the anti-corruption literacy and numeracy fields. The Community Empowerment results show that improving anti-corruption literacy and numeracy competencies in children's stories have only reached the innovative and creative stages but have not yet reached digital technology-based. This is because online training during the Covid-19 era did not support interactive multimedia laboratories as literacy tools and children's numeracy stories based on digital technology. Community Empowerment Program results have changed the learning of anti-corruption literacy and numeracy during the COVID-19 pandemic to be more enjoyable to reduce the risk of stress and anxiety in children and increase immunity.

A Case Study on the Development of Math Competence in an Eight-year-old Child with Dyscalculia: Shared Intentionality in Human-Computer Interaction for Online Treatment Via Subitizing

Studies in the field of neuroscience have shown that the neural network responsible for numeracy overlaps with the visual and spatial processing regions. Other studies in psychology also highlighted an association of visual-spatial processing with mathematical competence at the early stages of development. These findings suggest that research on the size of the focal area of attention (consciousness) can contribute to understanding the development of numeracy. In this case study, we verified the hypothesis of developing numeracy in children by training the rapid apperception of a few items called “subitizing.” Shared intentionality promotes cognition from the onset. Therefore, in this study, we investigated this interaction modality to give an eight-year-old girl an insight into expanded apperception of an array in "subitizing" for improving her numerical competence. The child was stimulated to apperceive more objects while performing “subitizing” tasks with the mother. The course of treatment consisted of the four regimes of human-computer interaction based on rapid exposure to several pictures with a few dots. Simultaneously, this human-computer interaction also stimulated shared intentionality in the mother-child dyad for developing the child’s rapid apprehension of these small quantities. The outcome of this intervention was an increase in the size of the focal point of attention (consciousness) and the development of numerical competence, where an association was established between the expanding apperception and the developing numeracy.

Conceptualizing the factor structure of parents' math anxiety and associations with children's mathematics skills.

There is a growing literature examining the association between parents' math anxiety and children's mathematics skills. Previous research has considered parents' math anxiety as a unidimensional construct that primarily focused on parents' experiences doing mathematics themselves. However, this research did not account for parents' experiences when doing mathematics with their children. Thus, there were two goals of the present study: (1) to identify the structure of parents' math anxiety when considering context-dependentsituations, and (2) to determine whether parental math anxiety was related to children's early numeracy skills. We conducted a series of confirmatory factor analyses using a sample of 155 preschool children (Mage =4.20 years, SD=0.71; 51% female). The best fitting model of parents' math anxiety was a bifactor model, suggesting that parents' math anxiety was best conceptualized as a multidimensional construct. However, structural equation models showed parent math anxiety was not a significant predictor of children's numeracy performance. These findings provide a foundation for understanding parents' math anxiety as multidimensional and raise questions about potential mechanisms that may explain prior work finding mixed relations between math anxiety and children's numeracy performance.

PENGARUH VIDEO ANIMASI TERHADAP KEMAMPUAN BERHITUNG ANAK DI TK PERTIWI IV TALAWI

This study aims to determine the effect of using animated videos on the numeracy skills of early childhood in Kindergarten Pertiwi IV Talawi. This study uses a quantitative approach with a quasi experimental research type. The data collection technique used a test with 10 statement instrument items. The analysis technique compares 2 average values, using the t test (t-test). But before carrying out the normality test and homogeneity test. Based on the results of the study, the average value of the experimental class using animated video was 35.93 with a standard deviation of 2.25 and the average value of the control class using non-animated counting learning videos was 29.53 with a standard deviation of 1 , 40. Based on the calculation of the t-test with the help of SPSS, the significance value (Sig.) Is obtained of 0.000 0.05, which means that there is an effect. Thus it can be concluded that the use of animated videos affects the development of children's numeracy skills in TK Pertiwi IV Talawi.

Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest.

In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children's achievement (consistently) and academic interest (generally) including during the transition to high school.

Parental Involvement in Young Children’s Learning of Numeracy

This study seeks to assess the Malaysian parental involvements in young children's numeracy learning. A questionnaire was administered to 327 parents of kindergarten-going children. The data then analysed descriptively using Statistical Package for the Social Sciences version-26. The present survey shows that the parents' knowledge, understanding, and attitude towards preschoolers' numeracy are high. Despite the positive findings, the parents' attitudes and experience in mathematics are moderate. The analysis found that parents need a relevant guide to support their children learning at home using effective instructional strategies. This research's data formed an initial insight to support a comprehensive follow-up study in parental involvement in young children’s numeracy learning. Based on these findings, it is pertinent to investigate the underlying factors and constraints behind these results. The study will benefit researchers, parents, children, school, as well as the entire community in general. Conclusion and future recommendation are further discussed.