Geometrické znalosti a vnímaná vlastní účinnost v geometrii (self-efficacy) mezi zneužívanými a zanedbávanými dětmi z mateřské školy

Dina Tirosh; Pessia Tsamir; Michal Tabach; Esther Levenson; Ruthi Barkai

doi:10.14712/18047106.52

Vol. 2 No. 1 (2011): sciED Research Reports

Geometrical Knowledge and Geometrical Self-efficacy among Abused and Neglected Kindergarten Children

Dina Tirosh , Pessia Tsamir , Michal Tabach , Esther Levenson , Ruthi Barkai

DOI: https://doi.org/10.14712/18047106.52

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Tirosh, D., Tsamir, P., Tabach, M., Levenson, E., & Barkai, R. (2013). Geometrical Knowledge and Geometrical Self-efficacy among Abused and Neglected Kindergarten Children. Scientia in Educatione, 2(1), 23-36. https://doi.org/10.14712/18047106.52

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Abstract

The aim of this study is to investigate the geometrical knowledge as well as the geometrical self-efficacy of kindergarten children, including abused and neglected kindergarten children. Individual interviews were conducted with 141 kindergarten children, ages 5-6 years old, of which 69 children were labeled as abused and neglected by the social welfare department of their municipality. Results indicated that both groups of kindergarten children had high self-efficacy beliefs related to identifying geometrical figures which were not significantly related to knowledge. In addition, significant differences in knowledge were found between the two groups.

References

ANDERSON, P., ADAMS, P. The relationship of five-year-olds’ academic readiness and perceptions of competence and acceptance. Journal of Educational Research, 1985, 79, 114–118. Search in Google Scholar
BANDURA, A. Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ : Prentice Hall, 1986. Search in Google Scholar
BANDURA, A. Self-efficacy: The exercise of control. New York : W. H. Freeman and Company, 1997. Search in Google Scholar
BARNETT, D., VONDRA, J., SHONK, S. Self-perceptions, motivation, and school functioning of low-income maltreated and comparison children. Child Abuse and Neglect, 1996, 20(5), 397–410. Search in Google Scholar
BURGER, W., SHAUGHNESSY, J. Characterizing the van Hiele levels of development in geometry. Journal for Research in Mathematics Education, 1986, 17(1), 31–48. Search in Google Scholar
CLEMENTS, D., SWAMINATHAN, S., HANNIBAL, M., SARAMA, J. Young children’s concepts of shape. Journal for Research in Mathematics Education, 1999, 30(2), 192–212. Search in Google Scholar
COLLINS, J. Self-efficacy and ability in achievement behavior. Paper presented at the Annual Meeting of the American Educational Research Association, NY, 1982. Search in Google Scholar
DAVIS-KEAN,P., HUESMANN,L. R., JAGER, J., COLLINS,W.A., BATES, J. E., LANSFORD, J. E. Changes in the relation of self-efficacy beliefs and behaviours across development. Child Development, 2008, 79(5), 1 257–1 269. Search in Google Scholar
FISCHBEIN, E. Intuition in science and mathematics. Dordrecht, the Netherlands : Reidel Publishing Company, 1987. Search in Google Scholar
GOWEN, J. Effects of neglect on the early development of children: final report, National Clearinghouse on Child Abuse and Neglect, Administration for Children & Families, Washington, DC : 1993. Search in Google Scholar
HACKETT, G., BETZ, N. An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 1989, 20(3), 261–273. Search in Google Scholar
HANNIBAL, M. Young children’s developing understanding of geometric shapes. Teaching Children Mathematics, 1999, 5(6), 353–357. Search in Google Scholar
HERSHKOWITZ, R. Psychological aspects of learning geeometry. In P. Nesher, J. Kilpatrick (Eds.), Mathematics and cognition, Cambridge, UK : Cambridge University Press, 1990, pp. 70–95. Search in Google Scholar
JIMERSON, S., EGELNAD, B., TEO, A. A longitudinal study of achievement trajectories: Factors associated with change. Journal for Educational Psychology, 1999, 91, 116–126. Search in Google Scholar
KENDALL-TACKETT, K., ECKENRODE, J. The effects of neglect on academic achievement and disciplinary problems: A developmental perspective. Child Abuse & Neglect, 1996, 20, 161–169. Search in Google Scholar
KINARD, E. Perceive and actual academic performance in maltreated children. Child Abuse and Neglect, 2000, 25, 33–45. Search in Google Scholar
MARKMAN, E. Categorization and naming in children. Massachusetts : MIT Press, 1989. Search in Google Scholar
MARKMAN, E., Watchtel, G. Children’s use of mutual exclusivity to constrain the meaning of words. Cognitive Psychology, 1988, 20(2), 121–157. Search in Google Scholar
National Association for the Education of Young Children & National Council of Teachers of Mathematics (NAEYC & NCTM). Position statement. Early childhood mathematics: Promoting good beginnings. Available : 2002. http://www.naeyc.org/resources/position statements/psmath.htm Search in Google Scholar
National Council of Teachers of Mathematics. Principles and standards for school mathematics. Reston, VA : NCTM, 2000. Search in Google Scholar
PAJARES, F. Self efficacy believes in academic settings. Review of Educational Research, 1996, 66(4), 543–578. Search in Google Scholar
SATLOW, E., NEWCOMBE, N. When is a triangle not a triangle? Young children’s developing concepts of geometric shape. Cognitive development, 1998, 13(4), 547–559. Search in Google Scholar
SCHMID, H. Children and youth at risk in Israel: Findings and recommendations to improve their well-being. Children and Youth Services Review, 2007, 29(8), 1 114–1 128. Search in Google Scholar
STIPEK, D. J., ROBERTS, M. T., SANBORN, M. E. Pre-school age children’s performance expectations for themselves and another child as a function of the incentive value of success and the salience of past performance. Child Development, 1984, 55, 1 983–1 985. Search in Google Scholar
TSAMIR, P., TIROSH, D., LEVENSON, E. Intuitive nonexamples: The case of triangles. Educational Studies in Mathematics, 2008a, 69(2), 81–95. Search in Google Scholar
TSAMIR, P., TIROSH, D., LEVENSON, E. Exploring the relationship between justification and monitoring among kindergarten children. Proceedings of the sixth congress of the European society for research in mathematics education. January 28–February 2, 2009, Lyon, France, 2008b. Search in Google Scholar
TSAMIR, P., TIROSH, D., LEVENSON, E., TABACH, M., BARKAI, R. Investigating geometric knowledge and self-efficacy among abused and neglected kindergarten children. Paper presented at the The Seventh Congress of the European Society for Research in Mathematics Education, 2010. Retrieved from http://www.cerme7.univ.rzeszow.pl/. Search in Google Scholar
USHER, E. L. Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 2009, 46(1), 275–314. Search in Google Scholar
WALDINGER, R., TOTH, S., GERBER, A. Maltreatment and internal representations of relationships: Core relationship themes in the narratives of abused and neglected preschoolers. Social Development, 2001, 10(1), 41–58. Search in Google Scholar
VAN HIELE, P. M., VAN HIELE, D. A method of initiation into geometry. In H. Freudenthal (Ed.), Report on methods of initiation into geometry. Groningen : Walters, 1958. Search in Google Scholar
VYGOTSKY, L. Thought and language. London, England : MIT Press, 1986. Search in Google Scholar

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[1] ANDERSON, P., ADAMS, P. The relationship of five-year-olds’ academic readiness and perceptions of competence and acceptance. Journal of Educational Research, 1985, 79, 114–118. Search in Google Scholar

[2] BANDURA, A. Social Foundations of Thought and Action: A Social Cognitive. Englewood Cliffs, NJ : Prentice Hall, 1986. Search in Google Scholar

[3] BANDURA, A. Self-efficacy: The exercise of control. New York : W. H. Freeman and Company, 1997. Search in Google Scholar

[4] BARNETT, D., VONDRA, J., SHONK, S. Self-perceptions, motivation, and school functioning of low-income maltreated and comparison children. Child Abuse and Neglect, 1996, 20(5), 397–410. Search in Google Scholar

[5] BURGER, W., SHAUGHNESSY, J. Characterizing the van Hiele levels of development in geometry. Journal for Research in Mathematics Education, 1986, 17(1), 31–48. Search in Google Scholar

[6] CLEMENTS, D., SWAMINATHAN, S., HANNIBAL, M., SARAMA, J. Young children’s concepts of shape. Journal for Research in Mathematics Education, 1999, 30(2), 192–212. Search in Google Scholar

[7] COLLINS, J. Self-efficacy and ability in achievement behavior. Paper presented at the Annual Meeting of the American Educational Research Association, NY, 1982. Search in Google Scholar

[8] DAVIS-KEAN,P., HUESMANN,L. R., JAGER, J., COLLINS,W.A., BATES, J. E., LANSFORD, J. E. Changes in the relation of self-efficacy beliefs and behaviours across development. Child Development, 2008, 79(5), 1 257–1 269. Search in Google Scholar

[9] FISCHBEIN, E. Intuition in science and mathematics. Dordrecht, the Netherlands : Reidel Publishing Company, 1987. Search in Google Scholar

[10] GOWEN, J. Effects of neglect on the early development of children: final report, National Clearinghouse on Child Abuse and Neglect, Administration for Children & Families, Washington, DC : 1993. Search in Google Scholar

[11] HACKETT, G., BETZ, N. An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 1989, 20(3), 261–273. Search in Google Scholar

[12] HANNIBAL, M. Young children’s developing understanding of geometric shapes. Teaching Children Mathematics, 1999, 5(6), 353–357. Search in Google Scholar

[13] HERSHKOWITZ, R. Psychological aspects of learning geeometry. In P. Nesher, J. Kilpatrick (Eds.), Mathematics and cognition, Cambridge, UK : Cambridge University Press, 1990, pp. 70–95. Search in Google Scholar

[14] JIMERSON, S., EGELNAD, B., TEO, A. A longitudinal study of achievement trajectories: Factors associated with change. Journal for Educational Psychology, 1999, 91, 116–126. Search in Google Scholar

[15] KENDALL-TACKETT, K., ECKENRODE, J. The effects of neglect on academic achievement and disciplinary problems: A developmental perspective. Child Abuse & Neglect, 1996, 20, 161–169. Search in Google Scholar

[16] KINARD, E. Perceive and actual academic performance in maltreated children. Child Abuse and Neglect, 2000, 25, 33–45. Search in Google Scholar

[17] MARKMAN, E. Categorization and naming in children. Massachusetts : MIT Press, 1989. Search in Google Scholar

[18] MARKMAN, E., Watchtel, G. Children’s use of mutual exclusivity to constrain the meaning of words. Cognitive Psychology, 1988, 20(2), 121–157. Search in Google Scholar

[19] National Association for the Education of Young Children & National Council of Teachers of Mathematics (NAEYC & NCTM). Position statement. Early childhood mathematics: Promoting good beginnings. Available : 2002. http://www.naeyc.org/resources/position statements/psmath.htm Search in Google Scholar

[20] National Council of Teachers of Mathematics. Principles and standards for school mathematics. Reston, VA : NCTM, 2000. Search in Google Scholar

[21] PAJARES, F. Self efficacy believes in academic settings. Review of Educational Research, 1996, 66(4), 543–578. Search in Google Scholar

[22] SATLOW, E., NEWCOMBE, N. When is a triangle not a triangle? Young children’s developing concepts of geometric shape. Cognitive development, 1998, 13(4), 547–559. Search in Google Scholar

[23] SCHMID, H. Children and youth at risk in Israel: Findings and recommendations to improve their well-being. Children and Youth Services Review, 2007, 29(8), 1 114–1 128. Search in Google Scholar

[24] STIPEK, D. J., ROBERTS, M. T., SANBORN, M. E. Pre-school age children’s performance expectations for themselves and another child as a function of the incentive value of success and the salience of past performance. Child Development, 1984, 55, 1 983–1 985. Search in Google Scholar

[25] TSAMIR, P., TIROSH, D., LEVENSON, E. Intuitive nonexamples: The case of triangles. Educational Studies in Mathematics, 2008a, 69(2), 81–95. Search in Google Scholar

[26] TSAMIR, P., TIROSH, D., LEVENSON, E. Exploring the relationship between justification and monitoring among kindergarten children. Proceedings of the sixth congress of the European society for research in mathematics education. January 28–February 2, 2009, Lyon, France, 2008b. Search in Google Scholar

[27] TSAMIR, P., TIROSH, D., LEVENSON, E., TABACH, M., BARKAI, R. Investigating geometric knowledge and self-efficacy among abused and neglected kindergarten children. Paper presented at the The Seventh Congress of the European Society for Research in Mathematics Education, 2010. Retrieved from http://www.cerme7.univ.rzeszow.pl/. Search in Google Scholar

[28] USHER, E. L. Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal, 2009, 46(1), 275–314. Search in Google Scholar

[29] WALDINGER, R., TOTH, S., GERBER, A. Maltreatment and internal representations of relationships: Core relationship themes in the narratives of abused and neglected preschoolers. Social Development, 2001, 10(1), 41–58. Search in Google Scholar

[30] VAN HIELE, P. M., VAN HIELE, D. A method of initiation into geometry. In H. Freudenthal (Ed.), Report on methods of initiation into geometry. Groningen : Walters, 1958. Search in Google Scholar

[31] VYGOTSKY, L. Thought and language. London, England : MIT Press, 1986. Search in Google Scholar

Scientia in educatione

Geometrical Knowledge and Geometrical Self-efficacy among Abused and Neglected Kindergarten Children

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