The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education Pub Date : 2023-10-11 DOI:10.1080/02568543.2023.2263527

Anat Klemer, Vered Vaknin-Nusbaum

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引用次数: 0

Abstract

ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).

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二年级学生语言素养与几何思维的关系

摘要本研究以99名母语为希伯来语的二年级学生为研究对象，探讨语言素养与几何思维的关系。目前的结果表明，研究措施之间存在正相关关系。较高的语言素养成就与较高的几何思维成就有关。在大多数识字测试中，具有低几何思维和中高几何思维的儿童之间存在显著差异，这有利于后者。研究结果表明，几何思维水平较低的学生也有读写的风险，这两个过程在认知方面是相同的。这些关系出现在二年级，一个相对较小的年龄，这对孩子在这两个领域的未来发展至关重要。识别有识字和几何困难风险的儿童对于规划综合课程至关重要，该课程涉及识字的各个方面，作为防止未来在几何和语言艺术方面失败的工具。关键词:早期识字数学几何思维希伯来语能力语言识字阅读能力披露声明作者未报告潜在的利益冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.