Realising the Cognitive Potential of Children 5-7 with a Mathematics Focus
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| Title: | Realising the Cognitive Potential of Children 5-7 with a Mathematics Focus |
|---|---|
| Language: | English |
| Authors: | Shayer, Michael, Adhami, Mundher |
| Source: | International Journal of Educational Research. 2003 39(7):743-775. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 33 |
| Publication Date: | 2003 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Intervention, Cognitive Development, Young Children, Primary Education, Learning Theories, Child Development, Mathematics Instruction |
| DOI: | 10.1016/j.ijer.2004.10.005 |
| ISSN: | 0883-0355 |
| Abstract: | This paper describes the application of theories underlying research-in-progress intended to enhance substantially the cognitive development of children in the first two years of Primary school. The intervention is delivered partly in the context of mathematics, and partly through an existing Y1 intervention focused on Piaget's concrete operations. The research addresses the findings of the CSMS surveys 30 years ago that barely 20% of the population achieve, by the end of adolescence, the cognitive development which Piaget presented as normal. The research aim is to alter this proportion from the very beginning so that more children may benefit from schooling. |
| Abstractor: | Author |
| Entry Date: | 2007 |
| Accession Number: | EJ778917 |
| Database: | ERIC |
| Abstract: | This paper describes the application of theories underlying research-in-progress intended to enhance substantially the cognitive development of children in the first two years of Primary school. The intervention is delivered partly in the context of mathematics, and partly through an existing Y1 intervention focused on Piaget's concrete operations. The research addresses the findings of the CSMS surveys 30 years ago that barely 20% of the population achieve, by the end of adolescence, the cognitive development which Piaget presented as normal. The research aim is to alter this proportion from the very beginning so that more children may benefit from schooling. |
|---|---|
| ISSN: | 0883-0355 |
| DOI: | 10.1016/j.ijer.2004.10.005 |
