Vol. 13, n. 2, 2017
Table of Contents
Kiran Vanbinst, Daniel Ansari, Pol Ghesquière, Bert De Smedt
Symbolic numerical magnitude processing is as important to arithmetic as phonological awareness is to readingDOI: 10.14605/DIM1321701
This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties.
Adriana Molin, Silvana Poli, Maria Angela BordignonDOI: 10.14605/DIM1321702
A study on children’s ideas about the meaning of the word «problem» enabled us to develop a teaching experiment on problem solving in nursery school. The experiment aimed, on the one hand, to prompt children’s development in all areas, and on the other, to let them become familiar with problem situations stimulating the production of solution hypotheses, checks and feelings of trust towards others.
Francesca TronchinDOI: 10.14605/DIM1321703
Using the results of the first administration of the AC-MT Battery I designed an intervention project which involved 14 children from the school in Paese and focused on development of the areas that proved to be weak from the test. At the end of the development programme nearly all the children performed better.
Silvia AlettoDOI: 10.14605/DIM1321704
Before taking part in training, the pupils were given the ACMT 11-14 (Cornoldi and Cazzola, 2003) test and the MARS Scale (Richardson and Suinn, 1972) in order to identify their zones of proximal development and their anxiety levels regarding the subject. Once data had been collected, a set of activities were created and offered, these were customised to the needs of the class and to each individual pupil as far as possible. In order to prove that development projects improve pupil performance, the data was compared to that of a control class.
Patrizia Paesani, Maria Fabretti, Chiara Terribili, Assia Riccioni, Lorena Di Criscio, Valentina Rapaccini, Monica TerribiliDOI: 10.14605/DIM1321705
Calculation abilities, metacognition, negative attitudes and anxiety about mathematics were assessed in a sample of 100 primary school children. By comparing the data we can infer that performance is strongly influenced by the attitudes and beliefs of every child. Children with difficulties in numerical knowledge and calculation tests are also those who prove to have the most anxiety about the subject.
Giulia IsidoroDOI: 10.14605/DIM1321706
The treatment showed significant improvement in the chosen area of enhancement. Scholastic performance, beyond the area of Maths, also generally improved, as well as motivation to learn.