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

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

Journal of Educational Innovations
Volume 4, Issue 3
October 2005
Pages 133-148

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