Next Article in Journal
Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany
Next Article in Special Issue
Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School: Preliminary Study Analyzing Gender Differences
Previous Article in Journal
COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa?
Open AccessArticle

Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions

1
Department of Psychology, Lomonosov Moscow State University, 125009 Moscow, Russia
2
Department of Pedagogy and Medical Psychology, Sechenov First Moscow State Medical University of the Ministry of Health of the Russian Federation (Sechenov University), 127473 Moscow, Russia
*
Authors to whom correspondence should be addressed.
Educ. Sci. 2020, 10(7), 181; https://doi.org/10.3390/educsci10070181
Received: 28 April 2020 / Revised: 22 June 2020 / Accepted: 8 July 2020 / Published: 10 July 2020
(This article belongs to the Special Issue Mathematics Education and Implications to Educational Psychology)
Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different instructional approaches: traditional, contextual, and modeling. The sample included 100 children aged 6–7 years (M = 6.5 years), of whom 43% were boys. Each experimental condition included children with low, middle, and high levels of CP, as determined based on the NEPSY-II subtests. The children with low CP levels showed higher results in assimilating the notion of area after being taught using the contextual approach. In contrast, children with high CP levels showed a higher mastery of the concept of area following the use of the modeling approach. The results suggest the importance of CP development in building ways of mastering mathematical content. This contributes to choosing the optimal path of teaching mathematics for preschoolers, taking into account the development of their cognitive processes to improve their academic performance. View Full-Text
Keywords: executive functions; cognitive processes; teaching experiment; zone of proximal development (ZPD); mathematical skills executive functions; cognitive processes; teaching experiment; zone of proximal development (ZPD); mathematical skills
Show Figures

Figure 1

MDPI and ACS Style

Veraksa, A.N.; Aslanova, M.S.; Bukhalenkova, D.A.; Veraksa, N.E.; Liutsko, L. Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions. Educ. Sci. 2020, 10, 181.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop