![]() Gamo, Sylvie ![]() ![]() ![]() Scientific Conference (2023, August 17) This article presents the results of longitudinal data collection from the Luxembourg national school monitoring (Standardised Tests, ÉpStan) on the mathematical performance of students with a regular or ... [more ▼] This article presents the results of longitudinal data collection from the Luxembourg national school monitoring (Standardised Tests, ÉpStan) on the mathematical performance of students with a regular or delayed school career from grade 3 to grade 9 according to their linguistic and socio-economic backgrounds. Since Luxembourg has a trilingual education system and a high level of immigration, the extent to which students' linguistic and socio-economic backgrounds influence their educational path will be addressed. The results prove with what Martin and Houssemand had already shown in 2003: multilingualism and the socio-economic background of students, as practiced in Luxembourg, negatively influence the acquisition of mathematical skills. Moreover, this influence increases over the years, which reduces the efficiency and equity of the educational system. In conclusion, recommendations for teaching mathematics in multilingual classrooms will be proposed in order to promote equal opportunities for students attending school in Luxembourg, and to help them develop their skills to the fullest. [less ▲] Detailed reference viewed: 39 (5 UL)![]() ![]() Poncelet, Débora ![]() ![]() ![]() Scientific Conference (2022, June) Les recherches sur la numératie en contexte familial ont mis en évidence l'influence positive de ce dernier et de l’engagement des parents sur le développement des compétences numériques des jeunes ... [more ▼] Les recherches sur la numératie en contexte familial ont mis en évidence l'influence positive de ce dernier et de l’engagement des parents sur le développement des compétences numériques des jeunes enfants. En outre, les différences significatives de compétences entre élèves observées à l’entrée du préscolaire s'expliquent par le type, la fréquence et la qualité des interactions entre les parents et leur enfant en matière de numératie. Cet article s’inscrit dans l’étude MathPlay qui visait à développer les premières compétences numériques d’enfants du préscolaire au travers d’une intervention basée sur des jeux mathématiques interculturels proposés à l’école et en famille. Les données collectées auprès des parents ont été examinées au départ de l’analyse thématique. [less ▲] Detailed reference viewed: 41 (2 UL)![]() Vlassis, Joëlle ![]() ![]() in ZDM: the International Journal on Mathematics Education (2022), 54(6), 12431255 Detailed reference viewed: 27 (2 UL)![]() Vlassis, Joëlle ![]() in International Journal of Early Years Education (2022) Detailed reference viewed: 41 (2 UL)![]() Vlassis, Joëlle ![]() Presentation (2021) Detailed reference viewed: 57 (5 UL)![]() Vlassis, Joëlle ![]() Presentation (2021) Detailed reference viewed: 51 (1 UL)![]() ; ; et al in Early Childhood Research Quarterly (2021), 54 Detailed reference viewed: 189 (13 UL)![]() Vlassis, Joëlle ![]() Presentation (2020) Detailed reference viewed: 49 (2 UL)![]() Vlassis, Joëlle ![]() ![]() Presentation (2020) Detailed reference viewed: 68 (6 UL)![]() Vlassis, Joëlle ![]() ![]() Scientific Conference (2019) Detailed reference viewed: 81 (1 UL)![]() Vlassis, Joëlle ![]() in Education et Francophonie (2019), 47(3), 35-57 Detailed reference viewed: 37 (0 UL)![]() Vlassis, Joëlle ![]() Presentation (2019) Detailed reference viewed: 34 (2 UL)![]() Vlassis, Joëlle ![]() in Education et Francophonie (2019), XLVII(3), 98-120 Detailed reference viewed: 81 (2 UL)![]() Vlassis, Joëlle ![]() Scientific Conference (2019) Detailed reference viewed: 31 (2 UL)![]() Vlassis, Joëlle ![]() Presentation (2019) Detailed reference viewed: 79 (6 UL)![]() Vlassis, Joëlle ![]() Conference given outside the academic context (2019) Detailed reference viewed: 62 (3 UL)![]() ![]() ; Poncelet, Débora ![]() Scientific Conference (2018, October) Detailed reference viewed: 74 (2 UL)![]() Tinnes-Vigne, Mélanie ![]() ![]() in Bergqvist, Ewa; Österholm, Magnus; Granberg, Carina (Eds.) et al Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (2018, July 07) Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong ... [more ▼] Most research studies show that initial number knowledge constitutes the basis for understanding several major principles of mathematics. Moreover, early number competencies are considered as strong predictors of mathematics outcomes at the end of the first grade and even later on (Jordan, Kaplan, Ramineni & Locuniak, 2009). In preschool, the development of these competencies should obviously not give rise to formal learning but is developed through significant activities. However, while everyday situations offer significant contexts, they are still not sufficient to develop the basic number competencies necessary for first grade children (Cannon & Ginsburg, 2008). Adults have to create opportunities to learn mathematical competencies. Mathematical games can meet this requirement. The MathPlay project aims to develop early number competencies through games implemented in school and/or at home. According to the literature, early number competencies consist in counting, conservation ability, magnitude comparison, and (de)composition of numbers. To develop these competencies, we decided to adapt 8 well-known family games. To evaluate the effect of this play-based approach on the development of number competencies, an instrument was created and validated. A quasi-experimental research design (pre/post-test) was implemented in four countries: Luxembourg, Belgium, France and Switzerland. Seven hundred and twenty-five children from all these countries participated in this study. They were divided into one control group and one experimental group with two treatment conditions, X1 (with games at school), and X2 (with games both at school and at home). The post-test was administrated at two moments: just after the intervention and eight weeks later. Data is currently being analysed. This communication will present the first outcomes and will answer our research question: what is the immediate and deferred effect of this play-based approach (X1-X2) on students’ number competencies? [less ▲] Detailed reference viewed: 147 (8 UL)![]() ![]() ; ; et al Scientific Conference (2018, July) Detailed reference viewed: 88 (11 UL)![]() Vlassis, Joëlle ![]() ![]() ![]() in Demeuse, Marc; Milmeister, Marianne; Weis, Christiane (Eds.) L'évaluation en éducation et en formation face aux transformations des sociétés contemporaines. Actes du 30e colloque de l'Admée-Europe (2018, January) Detailed reference viewed: 100 (10 UL) |
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