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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: PDF
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
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  Data: 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
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  Data: 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.
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