Sidneva Anastasia (Russia)
Sections:
Social Networks: Parental Control and Media Literacy;
Interdisciplinary Childhood Studies;
Creating Children's Digital Content: Modern Approaches and Technologies;
Abstract
Background. Recent years have seen growing interest in preschool mathematical development, driven by parental and educator enthusiasm for early instruction and evidence linking preschool math competence to later academic success. However, the focus typically remains on speed and accuracy in problem-solving, neglecting the often superficial methods children use to obtain results.
The objective of the work is to identify indicators of the quality of formation of initial mathematical concepts (IMC) from the perspective of the CHAT approach.
The method employed was an analysis of publications describing the indicators of the formation of IMC and the specific tasks revealing the presence of these indicators.
Results. According to our research the basis of IMC is the action of commensuration (measuring off). The purpose of this action is either to determine whether one magnitude is sufficient relative to another (commensuration) or to measure off an amount of one magnitude equal to that of another (measuring off). Performing these actions requires three operations: 1. Identifying the magnitudes, 2. Identifying the required measure according to the task conditions, 3. Laying off each measure in the form of a mark, 4. Answering the question (“Is it enough?” or “How to make it equal?”) based on the number of marks. For the diagnosis of this action, the following magnitudes were selected: quantity of objects, length, area, and volume. Two types of tasks were designed: standard tasks and tasks that provoke formalism of initial mathematical concepts.
Conclusion. The development of specific tasks assessing the above-described indicators of the quality of children's actions may contribute to a deeper assessment of the formation of EMC and to the development of methods for such formation.
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