Abstract
The development of mathematical understanding begins with the birth of a child throughout subsequent stages of learning. Children who experienced a mathematics learning disability at the end of preschool were more likely to continue experiencing this disability throughout primary and secondary school. The article describes and analyses theoretical materials and data about mathematics skills in preschool as an effective indicator of the potential development of mathematics learning difficulties. The research focus on the analysis of parents' and teachers' view of mathematics among 4-6 year old Latvian preschool children. Main findings reveal the relationship between parents' and teachers' evaluation of children' mathematics skills in preschool.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14) |
| Editors | Marianna Bosch Casabo, Susana Carreira, Giorgio Bolondi, Michael Gaidoschick, Camilla Spagnolo |
| Place of Publication | Bozen-Bolzano |
| Publisher | Free University of Bozen Bolzano |
| Pages | 2064-2071 |
| Number of pages | 8 |
| ISBN (Print) | 9791221086553 |
| Publication status | Published - 30 Apr 2025 |
| Event | 14th Congress of European Research in Mathematics Education - Bozen-Bolzano, Italy Duration: 4 Feb 2025 → 8 Feb 2025 Conference number: 14 |
Congress
| Congress | 14th Congress of European Research in Mathematics Education |
|---|---|
| Abbreviated title | CERME14 |
| Country/Territory | Italy |
| City | Bozen-Bolzano |
| Period | 4/02/25 → 8/02/25 |
Keywords*
- Children
- mathematics learning difficulties
- parents
- pre-school
- teachers
Field of Science*
- 5.3 Educational sciences
Publication Type*
- 3.2. Articles or chapters in other proceedings other than those included in 3.1., with an ISBN or ISSN code