EFFECTIVENESS OF THE ADDITIONAL EARLY MATHEMATICS PROGRAM FOR TEACHING-CHILDREN EARLY MATHEMATICS

This paper presents the results of a study of the development of early mathematical competence among young poor arithmetic achievers in the 4-7 year age group. Research has shown that arithmetic difficulties la ter iii life can be explained by an insufficient development of early mathematical competence: i.e. different aspects of early mathematical competence. The different aspects of early mathematical competence are derived from cognitive psychology and from a didactical point of view with an emphasis on (the various phases of) counting. The Piagetian o perations (seriation, correspondence and classification) are used, how ever, as much as possible embedded in a counting context. After select ion by way of an early mathematical competence test, children with a s core below a criterium are presented with an additional program. This program consists of activities, embedded in real (daily) life themes, in which attention is paid to the different aspects of early mathemati cal competence. The program is given to the children with a guiding or a structuring instruction form. The results of the study show that it is possible to stimulate the development of early mathematical compet ence among young poor arithmetic achievers. The way in which instructi on is offered has no influence on achievement.