#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-06-05 DOI:10.1016/j.ecresq.2025.05.005

Mary DePascale , Juyun Lee , Eric Dearing

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引用次数: 0

Abstract

Social media is a popular tool for caregivers and educators to find and share learning activities for children. Yet there is little empirical work on the educational quality of these activities. The current study identified early learning (n = 108) and early math (n = 216) activities posted on TikTok. Activity videos were coded for the presence/absence of mathematical content and the extent to which activities aligned with theoretical and empirical evidence on promoting early learning and mathematical cognition. Results indicated that less than one-third-of early learning activities contained math content. Additionally, many early math activities were limited to basic, numerical skills and lacked alignment with learning science principles. Findings demonstrate the need for research on the implementation of these activities and are discussed with attention to improving public awareness of (a) the scope and importance of early math and (b) best practices for supporting children’s math learning.

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#SocialMedia上的#MathActivities：检查内容、设计和与数学认知研究的一致性

社交媒体是看护人和教育工作者发现和分享儿童学习活动的流行工具。然而，关于这些活动的教育质量的实证研究却很少。目前的研究确定了在TikTok上发布的早期学习（n = 108）和早期数学（n = 216）活动。活动视频根据数学内容的存在/缺失以及活动与促进早期学习和数学认知的理论和经验证据的一致程度进行编码。结果表明，不到三分之一的早期学习活动包含数学内容。此外，许多早期的数学活动仅限于基本的数字技能，缺乏与学习科学原理的一致性。研究结果表明，有必要对这些活动的实施进行研究，并重点讨论如何提高公众对(a)早期数学的范围和重要性以及(b)支持儿童数学学习的最佳实践的认识。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.