Cristin-prosjekt-ID: 639144
Sist endret: 31. januar 2020, 10:10

Cristin-prosjekt-ID: 639144
Sist endret: 31. januar 2020, 10:10
Prosjekt

(Eye-)Tracking individual differences in numeracy development. Interplay between skills, motivation and well-being. (iSeeNumbers)

prosjektleder

Riikka-Maija Mononen
ved Institutt for spesialpedagogikk ved Universitetet i Oslo

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for spesialpedagogikk ved Universitetet i Oslo

Finansiering

  • Norges forskningsråd
    Prosjektkode: 283396

Tidsramme

Aktivt
Start: 1. september 2018 Slutt: 31. august 2022

Beskrivelse Beskrivelse

Tittel

(Eye-)Tracking individual differences in numeracy development. Interplay between skills, motivation and well-being. (iSeeNumbers)

Populærvitenskapelig sammendrag

It was recently demonstrated that 22.3% of Norwegian adolescents do not have the numeracy skills, which are needed to take full advantage of employment opportunities and to handle critical daily life activities. Currently, there is little knowledge about the interplay of different factors that contribute to numeracy development. More research is needed especially related to the early years of schooling, as that is the time when the critical building blocks for the later numeracy competence are formed.

This research focuses on tracing individual differences in children’s numeracy development from Grade 1 to Grade 3. The aim is to better understand the mechanisms behind the numeracy development by focusing on the developmental interplay between

  • skills (numeracy, language and executive functions),
  • motivation (interest and competence perceptions) and
  • well-being (school value and math anxiety).

It is assumed that distinct subgroups of children with different profiles regarding their skills, motivation and well-being can be identified in the first grade. Furthermore, it is of interest to investigate how stable these profiles are over time. We also aim to find out, which early markers can best predict the development and further protect for unfavourable numeracy development. Children’s numeracy development is also investigated in depth by applying eye tracking technology and measuring physiological responses while they are doing numeracy tasks. As an implication for education, the findings can form the basis for development of interventions (e.g., educational games) relevant for children’s numeracy development, especially concerning those children at risk for unfavourable numeracy developmental path.

Vitenskapelig sammendrag

It was recently demonstrated that 22.3% of Norwegian adolescents do not have the numeracy skills needed to take full advantage of employment opportunities and to handle critical daily life activities (OECD, 2016). Currently, there is little knowledge about the interplay of factors that contribute to numeracy development, especially in the early years of schooling, the time when the building blocks for the later numeracy competence are formed. This research focuses on tracing individual differences in children's numeracy development from Grade 1 to Grade 3 (N = 300). The focus is on the developmental interplay between skills (numeracy, language and executive functions), motivation
(interest and competence perceptions) and well-being (school value and math anxiety). It is assumed that distinct subgroups of children with different profiles regarding their skills, motivation and wellbeing can be identified in the first grade. Of interest is also the stability and change in these profiles
over time, from Grade 1 to Grade 3. Furthermore, it is expected that different developmental trajectories in numeracy (e.g., children with rapid, slow or untypical development) are found, and early markers that best predict these developmental trajectories, and further protect for unfavourable
numeracy development, can be identified. Novel technological and methodological approaches are used. Children's numeracy development is investigated in depth using eye tracking technology in certain numeracy tasks, physiological responses (heart rate and skin conductance) are measured
during numeracy tasks in relation to math anxiety, and person-centred methods and latent growth analyses are applied in statistical analyses. As an implication for education, the findings can form the basis for development of interventions (e.g., educational games) relevant for children's numeracy development, especially concerning those children at risk for unfavourable numeracy developmental path.

prosjektdeltakere

prosjektleder
Aktiv cristin-person

Riikka-Maija Mononen

  • Tilknyttet:
    Prosjektleder
    ved Institutt for spesialpedagogikk ved Universitetet i Oslo

Markku Niemivirta

  • Tilknyttet:
    Prosjektdeltaker
    ved Itä-Suomen Yliopisto

Terje Ulv Throndsen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for spesialpedagogikk ved Universitetet i Oslo

Janne von Koss Torkildsen

  • Tilknyttet:
    Prosjektdeltaker
    ved Institutt for spesialpedagogikk ved Universitetet i Oslo

Silke Goebel

  • Tilknyttet:
    Prosjektdeltaker
    ved University of York
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Resultater Resultater

Matemaattiset oppimisvaikeudet – selittäviä tekijöitä.

Mononen, Riikka-Maija. 2019, Kielikukko. UIOVitenskapelig artikkel

Matematiikan taitojen ja motivaation profiilit ensimmäisen luokan oppilailla.

Tuominen, Heta; Mononen, Riikka; Korhonen, Johan; Tapola, Anna; Niemivirta, Markku. 2019, FERA conference. Ty, HY-HU, UIO, ÅA, JyVitenskapelig foredrag
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