Investigation the relation of counting capability, visualizing, hearing perception and meta-cognitive knowledge with mathematical competence in preschool children in the city of Isfahan

Oreizi, Hamidrezā; Abedi, Ahmad; Taji, Maryam

Investigation the relation of counting capability, visualizing, hearing perception and meta-cognitive knowledge with mathematical competence in preschool children in the city of Isfahan

Authors

Hamidrezā Oreizi ¹

Ahmad Abedi ²

Maryam Taji ³

¹ (PhD), Faculty Member of University of Isfahan

² PhD Student at Psychology

³ High School Teacher

Abstract

The purpose of the current research was to investigate the relation of cognitive precedent variables (counting capability, visualizing, hearing perception and meta-cognitive knowledge) with mathematical competence in preschool children in city of Isfahan. Statistical population of the study was 199 children (ages between 5 and 6 years) who were randomly selected. Research instruments were Utrecht Mathematical Competency, Counting Capability Test, Visualizing Attention Test, Meta-cognitive Abilities Test, and Reading Comprehension Test. Findings indicate that counting capability %49, meta-cognitive knowledge %46, visualizing attention %41, and hearing perception %38 predict mathematical competence in children. It is suggested that preschool coaches reinforce mentioned skills in children.

Keywords

mathematical competence

counting capability

visualizing

hearing perception

meta-cognitive knowledge

pre-school children