Cross-cultural Longitudinal Study of Development of approximate Number Sense across the Elementary School Yearsстатья
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Дата последнего поиска статьи во внешних источниках: 17 июля 2020 г.
Аннотация:In this study, we aimed to estimate the developmental trajectories of Approximate Number Sense (ANS) from the beginning of formal education to the end of an elementary school in two countries, Russia and
Kyrgyzstan, which has a similar organization of their educational systems but differences in socioeconomic status and in the results of educational assessments. We used a four-wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. We identified two latent classes of growth trajectories: the first class had a high initial ANS accuracy and a fast rate of growth, whereas the second class had a low initial ANS accuracy and non-significant growth. Comparing the distribution of latent classes within the two countries revealed that there were a significantly larger proportion of schoolchildren from the
second class in Kyrgyzstan than in Russia.