Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

Gina Bojorque; Joke Torbeyns; Jo Van Hoof; Daniël Van Nijlen; Lieven Verschaffel

doi:10.1016/j.ecresq.2017.12.009

Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

Gina Bojorque
, Joke Torbeyns
, Jo Van Hoof
, Daniël Van Nijlen
, Lieven Verschaffel

KU Leuven

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

21 Citas (Scopus)

Resumen

We investigated the effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' early numerical abilities and spontaneous focusing on numerosity (SFON), after controlling for working memory, intelligence, age, and SES. Following a pretest-intervention-posttest design, 18 classes comprising 355 children from varied SES backgrounds were randomly assigned to either an experimental (BB program) or a control (regular mathematics program) condition. Results showed that the children from the experimental group made more progress in their early numerical competencies than those from the control group. Furthermore, the BB program was associated with higher quality mathematics education. We discuss the theoretical and educational implications for early numeracy development in general, and for the Ecuadorian situation in particular.

Idioma original	Inglés
Páginas (desde-hasta)	231-241
Número de páginas	11
Publicación	Early Childhood Research Quarterly
Volumen	44
DOI	https://doi.org/10.1016/j.ecresq.2017.12.009
Estado	Publicada - 1 jul. 2018

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

ODS 4: Educación de calidad

Acceder al documento

10.1016/j.ecresq.2017.12.009

Otros archivos y enlaces

Other Link

Citar esto

@article{dea632dc70874f8292bf01e156f73391,

title = "Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners{\textquoteright} numerical competencies",

abstract = "We investigated the effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' early numerical abilities and spontaneous focusing on numerosity (SFON), after controlling for working memory, intelligence, age, and SES. Following a pretest-intervention-posttest design, 18 classes comprising 355 children from varied SES backgrounds were randomly assigned to either an experimental (BB program) or a control (regular mathematics program) condition. Results showed that the children from the experimental group made more progress in their early numerical competencies than those from the control group. Furthermore, the BB program was associated with higher quality mathematics education. We discuss the theoretical and educational implications for early numeracy development in general, and for the Ecuadorian situation in particular.",

keywords = "Building blocks program, Early numerical abilities, Intervention, Kindergarten, SFON",

author = "Gina Bojorque and Joke Torbeyns and \{Van Hoof\}, Jo and \{Van Nijlen\}, Dani{\"e}l and Lieven Verschaffel",

note = "Publisher Copyright: {\textcopyright} 2018 Elsevier Inc.",

year = "2018",

month = jul,

day = "1",

doi = "10.1016/j.ecresq.2017.12.009",

language = "Ingl{\'e}s",

volume = "44",

pages = "231--241",

journal = "Early Childhood Research Quarterly",

issn = "0885-2006",

}

TY - JOUR

T1 - Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

AU - Bojorque, Gina

AU - Torbeyns, Joke

AU - Van Hoof, Jo

AU - Van Nijlen, Daniël

AU - Verschaffel, Lieven

PY - 2018/7/1

Y1 - 2018/7/1

N2 - We investigated the effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' early numerical abilities and spontaneous focusing on numerosity (SFON), after controlling for working memory, intelligence, age, and SES. Following a pretest-intervention-posttest design, 18 classes comprising 355 children from varied SES backgrounds were randomly assigned to either an experimental (BB program) or a control (regular mathematics program) condition. Results showed that the children from the experimental group made more progress in their early numerical competencies than those from the control group. Furthermore, the BB program was associated with higher quality mathematics education. We discuss the theoretical and educational implications for early numeracy development in general, and for the Ecuadorian situation in particular.

AB - We investigated the effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners' early numerical abilities and spontaneous focusing on numerosity (SFON), after controlling for working memory, intelligence, age, and SES. Following a pretest-intervention-posttest design, 18 classes comprising 355 children from varied SES backgrounds were randomly assigned to either an experimental (BB program) or a control (regular mathematics program) condition. Results showed that the children from the experimental group made more progress in their early numerical competencies than those from the control group. Furthermore, the BB program was associated with higher quality mathematics education. We discuss the theoretical and educational implications for early numeracy development in general, and for the Ecuadorian situation in particular.

KW - Building blocks program

KW - Early numerical abilities

KW - Intervention

KW - Kindergarten

KW - SFON

UR - http://islas.uclv.edu.cu/index.php/islas/article/view/1107

U2 - 10.1016/j.ecresq.2017.12.009

DO - 10.1016/j.ecresq.2017.12.009

M3 - Artículo

AN - SCOPUS:85047258075

SN - 0885-2006

VL - 44

SP - 231

EP - 241

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

ER -

Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies

Resumen

ODS de las Naciones Unidas

Acceder al documento

Otros archivos y enlaces

Huella

Citar esto