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Link between Spatial and Mathematical Skills across the Preschool Years
Published by John Wiley and Sons Ltd, GB, 2017
ISBN 10: 1119402506 ISBN 13: 9781119402503
Language: English
Seller: Rarewaves.com USA, London, LONDO, United Kingdom
Seller rating 5 out of 5 stars
£ 40.24
Convert currencyFree shipping from United Kingdom to U.S.A.Quantity: 2 available
Add to basketPaperback. Condition: New. Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, and Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix and Cheng, 2012) and science (Pallrand and Seeber, 1984; Pribyl and Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences.
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£ 41.28
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Link between Spatial and Mathematical Skills across the Preschool Years
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 36.83
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Link Between Spatial and Mathematical Skills Across the Preschool Years
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 34.12
Convert currency£ 15 shipping from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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Condition: New.
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Link Between Spatial and Mathematical Skills Across the Preschool Years
Published by John Wiley & Sons 2017-05-02, 2017
ISBN 10: 1119402506 ISBN 13: 9781119402503
Language: English
£ 34.34
Convert currency£ 15.49 shipping from United Kingdom to U.S.A.Quantity: 4 available
Add to basketPaperback. Condition: New.
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Link Between Spatial and Mathematical Skills Across the Preschool Years
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 35.63
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£ 41.60
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Add to basketPaperback. Condition: Brand New. 150 pages. 9.06x5.91x0.39 inches. In Stock.
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£ 40.73
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Add to basketCondition: New. Über den AutorBrian N. Verdine, Ph.D., is a postdoctoral fellow in the School of Education at the University of Delaware and Director of Learning Sciences at SmartyPal, Inc. He is a and graduate of Vanderbilt University s .
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Link between Spatial and Mathematical Skills across the Preschool Years
Published by John Wiley and Sons Ltd, GB, 2017
ISBN 10: 1119402506 ISBN 13: 9781119402503
Language: English
£ 35.75
Convert currency£ 65 shipping from United Kingdom to U.S.A.Quantity: 2 available
Add to basketPaperback. Condition: New. Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, and Steiger, 2010). Children use spatial skills to understand the world and can practice them via spatial assembly activities like puzzles or blocks. These skills have been linked to success in subjects like mathematics (Mix and Cheng, 2012) and science (Pallrand and Seeber, 1984; Pribyl and Bodner, 1987). This monograph sought to answer four questions about early spatial development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in early mathematical skills. Executive function skills further predict mathematical performance and individual differences, specifically socio economic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences.
