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The Genesis of Modeling in Kindergarten

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Exploring Mathematical Modeling with Young Learners

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Abstract

Success in mathematics, both in school and out, is dependent on a strong start in early childhood. Indeed, a considerable body of research has demonstrated that children’s early numeracy competence has been found to be highly predictive of their future mathematical success in school (e.g., Mazzocco & Thompson, 2005; Romano, Babchishin, & Pagani, 2010). For example, kindergarteners’ counting skills, their knowledge of symbolic representations of number (e.g., reading and interpreting written numerals), and their judgments about the relative magnitude of quantities (e.g., knowing that 7 is larger than 5 but smaller than 10) are predictive of their achievement at the end of the first grade (Jordan, Kaplan, Locuniak, & Ramineni, 2007; Martin, Cirino, Sharp, & Barnes, 2014); other studies have shown that early numeracy skills predict achievement in the third grade (Jordan, Glutting, & Ramineni, 2010; Jordan, Kaplan, Ramineni, & Locuniak, 2009) and beyond (Duncan et al., 2007; Geary, Hoard, Nugent, & Bailey, 2013; Watts, Duncan, Siegler, & Davis-Kean, 2014).

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Acknowledgments

This research was made possible by funding from Concordia University.

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Authors and Affiliations

  1. Department of Education, Concordia University, Montreal, Canada

    Helena P. Osana & Katherine Foster

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  1. Helena P. Osana
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  2. Katherine Foster
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Correspondence to Helena P. Osana .

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Editors and Affiliations

  1. College of Education and Human Development, George Mason University, Fairfax, VA, USA

    Jennifer M. Suh

  2. Department of Mathematical Sciences, Montana State University, Bozeman, MT, USA

    Megan H. Wickstrom

  3. Queensland University of Technology, Brisbane, QLD, Australia

    Lyn D. English

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Osana, H.P., Foster, K. (2021). The Genesis of Modeling in Kindergarten. In: Suh, J.M., Wickstrom, M.H., English, L.D. (eds) Exploring Mathematical Modeling with Young Learners. Early Mathematics Learning and Development. Springer, Cham. https://doi.org/10.1007/978-3-030-63900-6_13

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  • DOI: https://doi.org/10.1007/978-3-030-63900-6_13

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