[유초등 수학] 문제집보다 이거 먼저 사려고요 | 사고력 수학 4편
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[유초등 수학] 문제집보다 이거 먼저 사려고요 | 사고력 수학 4편
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👩🎓 베싸는 누구인가요?
옥스퍼드에서 교육학을 공부한 베싸가 어떤 관점과 기준으로 육아 지식을 전하는지 소개합니다.
🔗 https://베싸.tv/lD4_5O0
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🎓 출처
Can, D., & Durmaz, B. (2022). An analysis of teachers' beliefs about the integration of children's literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21–36.
Cheung, P., Rubenson, M., & Barner, D. (2017). To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count. Cognitive Psychology, 92, 22–36.
Davidson, K., Eng, K., & Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123(1), 162–173.
Durmaz, B., & Miçooğulları, S. (2021). The effect of the integrated mathematics lessons with children's literature on the fifth grade students' place value understanding. Acta Didactica Napocensia, 14(2), 244–256.
English, L. D. (1998). Children's problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83–106.
Fluck, M., Linnell, M., & Holgate, M. (2005). Does counting count for 3- to 4-year-olds? Parental assumptions about preschool children's understanding of counting and cardinality. Social Development, 14(3), 496–513.
Geary, D. C., & vanMarle, K. (2018). Growth of symbolic number knowledge accelerates after children understand cardinality. Cognition, 177, 69–78.
Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge. Psychological Science, 29(2), 191–205.
Green, K. B., Gallagher, P. A., & Hart, L. (2018). Integrating mathematics and children's literature for young children with disabilities. Journal of Early Intervention, 40(1), 3–19.
Kapur, M. (2015). The preparatory effects of problem solving versus problem posing on learning from instruction. Learning and Instruction, 39, 23–31.
Kotaman, H., Fırat, Z. S., & Balcı, A. (2026). The impact of reading mathematical stories on young children's mathematical skills. The Journal of Educational Research.
Lê, M.-L., & Noël, M.-P. (2021). Preschoolers' mastery of advanced counting: The best predictor of addition skills 2 years later. Journal of Experimental Child Psychology, 212, Article 105252.
O'Rear, C. D., & McNeil, N. M. (2019). Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality. Developmental Science, 22(6), Article e12819.
Powell, S. R., Moore, C. E., Forsyth, S. R., Fall, A.-M., & Roberts, G. (2025). The impact of mathematics-focused read-alouds on mathematics outcomes for preschool children. Journal of Research on Educational Effectiveness, 19(1), 174–200.
Powell, S. R., Moore, C. E., Vander Tuin, M., Fall, A.-M., & Roberts, G. (2024). Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers. Frontiers in Education, 9, Article 1379491.
Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F. (2025). Effects of engaging in problem-posing interventions on learners' cognitive mathematics outcomes: A comprehensive meta-analysis. Journal for Research in Mathematics Education, 56(5), 259–282.
Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227–241.
Schneider, R. M., Pankonin, A., Schachner, A., & Barner, D. (2020). Starting small: Exploring the origins of successor function knowledge. Developmental Science, 24(4), Article e13091.
Skillen, J., Berner, V.-D., & Seitz-Stein, K. (2018). The rule counts! Acquisition of mathematical competencies with a number board game. The Journal of Educational Research, 111(5), 554–563.
Stone, J. (2016). Assessing the impact of picture books in primary grades mathematics instruction [Doctoral dissertation, University of Tennessee]. TRACE.
van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2014). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323–346.
Wang, M., Walkington, C., & Rouse, A. (2022). A meta-analysis on the effects of problem-posing in mathematics education on performance and dispositions. Investigations in Mathematics Learning, 14(4), 265–287.
Zhang, C., Zhou, Y., Wijaya, T. T., Chen, J., & Ning, Y. (2024). Effects of a problem posing instructional interventions on student learning outcomes: A three-level meta-analysis. Thinking Skills and Creativity, 53, Article 101587.
전화번호를 남기시면 풀버전 완성 후 시청 링크를 보내드리고,
후속편 업데이트도 바로 알려드립니다.
👉 https://베싸.tv/67q8ozg
--------------------------------------
👩🎓 베싸는 누구인가요?
옥스퍼드에서 교육학을 공부한 베싸가 어떤 관점과 기준으로 육아 지식을 전하는지 소개합니다.
🔗 https://베싸.tv/lD4_5O0
-----------------------------------
🎓 출처
Can, D., & Durmaz, B. (2022). An analysis of teachers' beliefs about the integration of children's literature into the mathematics education. International Journal of Science and Mathematics Education, 21(2), 489–512.
Capraro, R. M., & Capraro, M. M. (2006). Are you really going to read us a story? Learning geometry through children's mathematics literature. Reading Psychology, 27(1), 21–36.
Cheung, P., Rubenson, M., & Barner, D. (2017). To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count. Cognitive Psychology, 92, 22–36.
Davidson, K., Eng, K., & Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123(1), 162–173.
Durmaz, B., & Miçooğulları, S. (2021). The effect of the integrated mathematics lessons with children's literature on the fifth grade students' place value understanding. Acta Didactica Napocensia, 14(2), 244–256.
English, L. D. (1998). Children's problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83–106.
Fluck, M., Linnell, M., & Holgate, M. (2005). Does counting count for 3- to 4-year-olds? Parental assumptions about preschool children's understanding of counting and cardinality. Social Development, 14(3), 496–513.
Geary, D. C., & vanMarle, K. (2018). Growth of symbolic number knowledge accelerates after children understand cardinality. Cognition, 177, 69–78.
Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge. Psychological Science, 29(2), 191–205.
Green, K. B., Gallagher, P. A., & Hart, L. (2018). Integrating mathematics and children's literature for young children with disabilities. Journal of Early Intervention, 40(1), 3–19.
Kapur, M. (2015). The preparatory effects of problem solving versus problem posing on learning from instruction. Learning and Instruction, 39, 23–31.
Kotaman, H., Fırat, Z. S., & Balcı, A. (2026). The impact of reading mathematical stories on young children's mathematical skills. The Journal of Educational Research.
Lê, M.-L., & Noël, M.-P. (2021). Preschoolers' mastery of advanced counting: The best predictor of addition skills 2 years later. Journal of Experimental Child Psychology, 212, Article 105252.
O'Rear, C. D., & McNeil, N. M. (2019). Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality. Developmental Science, 22(6), Article e12819.
Powell, S. R., Moore, C. E., Forsyth, S. R., Fall, A.-M., & Roberts, G. (2025). The impact of mathematics-focused read-alouds on mathematics outcomes for preschool children. Journal of Research on Educational Effectiveness, 19(1), 174–200.
Powell, S. R., Moore, C. E., Vander Tuin, M., Fall, A.-M., & Roberts, G. (2024). Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers. Frontiers in Education, 9, Article 1379491.
Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F. (2025). Effects of engaging in problem-posing interventions on learners' cognitive mathematics outcomes: A comprehensive meta-analysis. Journal for Research in Mathematics Education, 56(5), 259–282.
Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7(13), 227–241.
Schneider, R. M., Pankonin, A., Schachner, A., & Barner, D. (2020). Starting small: Exploring the origins of successor function knowledge. Developmental Science, 24(4), Article e13091.
Skillen, J., Berner, V.-D., & Seitz-Stein, K. (2018). The rule counts! Acquisition of mathematical competencies with a number board game. The Journal of Educational Research, 111(5), 554–563.
Stone, J. (2016). Assessing the impact of picture books in primary grades mathematics instruction [Doctoral dissertation, University of Tennessee]. TRACE.
van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2014). Effects of reading picture books on kindergartners' mathematics performance. Educational Psychology, 36(2), 323–346.
Wang, M., Walkington, C., & Rouse, A. (2022). A meta-analysis on the effects of problem-posing in mathematics education on performance and dispositions. Investigations in Mathematics Learning, 14(4), 265–287.
Zhang, C., Zhou, Y., Wijaya, T. T., Chen, J., & Ning, Y. (2024). Effects of a problem posing instructional interventions on student learning outcomes: A three-level meta-analysis. Thinking Skills and Creativity, 53, Article 101587.
