Abstract
The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab sector (age 5–6 years old). The kindergarten students were randomly assigned to three research groups, 20 children in each group, as follows: (a) using a mathematics EB; (b) using the same EB supported with metacognitive scaffolding (EBM); and (c) a control group who studied with no EB and no metacognitive scaffolding. Results indicated that the EBM group significantly outperformed the EB and control group on both mathematics reasoning and mathematics knowledge; the EB group significantly outperformed the control group on mathematics reasoning, but the differences between the EB and control groups on mathematics knowledge were not significant. Educational implications of the study are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 179-189 |
| Number of pages | 11 |
| Journal | Journal of Cognitive Education and Psychology |
| Volume | 20 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2021 |
Bibliographical note
Publisher Copyright:© 2021 International Association for Cognitive Education and Psychology.
Funding
Developing Young Children’s Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding
| Funders | Funder number |
|---|---|
| Metacognitive Scaffolding |
Keywords
- IMPROVE
- e-book
- metacognition
- studying mathematics in preschool
- young children's mathematical reasoning