References of "Pazouki, Tahereh 50002825"
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See detailMaGrid: A Language-Neutral Early Mathematical Training and Learning Application
Pazouki, Tahereh UL; Cornu, Véronique UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (in press)

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school ... [more ▼]

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical training and learning application called MaGrid (Math on Grid), which has been developed to foster early mathematical skills in pre-schoolers. MaGrid is a tablet-based application, which provides a wide range of training tasks targeting fundamental mathematical concepts for the preschool level. The language-neutral property of MaGrid is an innovative aspect that makes MaGrid different from existing mathematical training applications. This property may reduce the barrier of language from mathematical education for second language learners encountered in multilingual school settings. MaGrid allows individual learning in an interactive way and provides real-time feedback. Moreover, MaGrid is capable of recording students’ activities while working on the training tasks, which can help teachers and parents keep track of a student’s progress in different tasks and observe potential training-related improvements over time. Finally, we describe a series of experiments carried out using the MaGrid application during special training and assessment sessions in several preschools in Luxembourg. [less ▲]

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See detailOvercoming language barriers in early mathematics instruction with “MaGrid” - a language-neutral training tool for multilingual school settings
Cornu, Véronique UL; Pazouki, Tahereh UL; Schiltz, Christine UL et al

Poster (2018, April 08)

Mathematical knowledge at the onset of formal schooling paves the way for children’s achievement in formal mathematics (e.g. Duncan et al., 2007; Watts et al., 2014). Hence, it is crucial to equip ... [more ▼]

Mathematical knowledge at the onset of formal schooling paves the way for children’s achievement in formal mathematics (e.g. Duncan et al., 2007; Watts et al., 2014). Hence, it is crucial to equip children with sound basic mathematical competencies by deploying effective teaching interventions during preschool years. However, multilingual school settings, such as Luxembourg (65% of the pupils are second language learners) pose a special challenge for instruction. Non-native pre-schoolers perform lower on early mathematics tests than their age-matched peers (Bonifacci et al., 2016; Kleemans et al., 2011). This gap is most likely due to missing out on learning opportunities, as a result of lower proficiency in the language of instruction. To provide equal access to early mathematics education for all children, we developed a language-neutral early mathematics training tool, the “MaGrid”-app. This innovative training tool has been evaluated, so far, in two studies in multilingual Luxembourg. In a first study, children from five classrooms (N = 68) used the tool to train visuo-spatial abilities, an important predictor of mathematical abilities (see e.g. Mix et al., 2016), over ten weeks (2x20min/week). At post-test, significant gains in the visuo-spatial domain were observed, compared to children from “teaching-as-usual” classrooms (N = 57). In a second study, we elaborated a comprehensive language-neutral early mathematics intervention, with “MaGrid” at its core. Findings from both training studies will be presented in detail and the importance of domain-specific versus domain-general precursors, as well as practical implications, will be discussed. [less ▲]

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See detailSurmonter les barrières linguistiques avec « MaGrid » - un outil de formation de pré-mathématiques pour un contexte scolaire multilingue
Cornu, Véronique UL; Pazouki, Tahereh UL; Schiltz, Christine UL et al

Scientific Conference (2018, January 11)

Le contexte scolaire luxembourgeois est caractérisé par le multilinguisme et une population scolaire hétérogène, ce qui nécessite la mise en place de pratiques pédagogiques qui prennent en compte ... [more ▼]

Le contexte scolaire luxembourgeois est caractérisé par le multilinguisme et une population scolaire hétérogène, ce qui nécessite la mise en place de pratiques pédagogiques qui prennent en compte l’hétérogénéité des élèves. Dans le domaine des mathématiques, qui semble être non-verbal à première vue, des résultats scientifiques montrent que les enfants dont la langue maternelle est différente de la langue d’instruction, atteignent sur des tests d’aptitudes pré-mathématiques des résultats significativement inférieurs à ceux de leurs camarades natifs. Ceci est d’autant plus inquiétant, sachant que ces aptitudes pré-mathématiques sont prédictives des apprentissages ultérieurs. Par conséquent, nous avons développé l’outil de formation de pré-mathématiques non-verbale « MaGrid ». « MaGrid » permet à chaque enfant de bénéficier pleinement d’une instruction préscolaire en mathématiques, indépendamment de ses compétences langagières. Cet outil se caractérise par sa nature visuelle et il est implémenté sur tablette tactile. Jusqu’à présent, nous avons implémenté et évalué « MaGrid » lors de deux études scientifiques. Les résultats quantitatifs des évaluations empiriques sont prometteurs, comme ils montrent des effets positifs sur les habilités entraînées chez les enfants ayant utilisé cet outil comparé à un groupe contrôle. Dans une première étude, l’outil a été utilisé auprès de cinq classes durant 10 semaines, comprenant deux séances de 20 minutes par semaine. Les résultats lors de petites épreuves spécifiques ont été comparés aux résultats d’élèves de cinq classes n’ayant pas d’entraînement spécifique, et des effets d’intervention ont été observés. Dans une deuxième étude, nous nous sommes focalisés sur un groupe d’enfants de langue minoritaire (le portugais). « MaGrid » a été utilisé lors d’un programme d’intervention de pré-mathématiques s’étendant sur les deux années scolaires de l’école préscolaire. Les analyses préliminaires ont abouti à des résultats positifs. Des effets bénéfiques se sont manifestés sur différentes mesures de pré-mathématiques chez les enfants ayant suivi notre programme par rapport aux enfants du groupe contrôle. [less ▲]

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See detailTraining early visuo-spatial abilities: A controlled classroom-based intervention study.
Cornu, Véronique UL; Schiltz, Christine UL; Pazouki, Tahereh UL et al

in Applied Developmental Science (2017)

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo ... [more ▼]

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 children participated in the present study, 68 children were part of the intervention group and participated in 20 training sessions of 20 minutes over a 10-week period, 57 children formed a business as usual control group. Results show that, at this young age, visuo-spatial and early math skills are already strongly interlinked. However, the training effects were domain-specific as they only improved visuo-spatial skills, but did not transfer to early math performance in the present setting. [less ▲]

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See detailVisual Spatial Math Training Tool: An iPad Application for Training Visual-Spatial Abilities in Preschoolers
Pazouki, Tahereh UL; Cornu, Véronique UL; Martin, Romain UL

Scientific Conference (2016, June 29)

In this paper, we present a full-fledged educational iOS application called VisualSpatial Math Training (VSMT), which has been developed to improve cognitive abilities in preschoolers. VSMT is a tablet ... [more ▼]

In this paper, we present a full-fledged educational iOS application called VisualSpatial Math Training (VSMT), which has been developed to improve cognitive abilities in preschoolers. VSMT is a tablet-based application that has been designed for the iPad and implemented in the Swift programming language, using the native SpriteKit framework. VSMT provides the means for working with a wide range of geometry puzzles (games) in addition to offering a solution verification engine that can verify user solutions. The main purpose of this application is to strengthen the visual-spatial abilities in young children in order to provide them and their instructors with a better foundation for understanding and teaching mathematics, respectively. Finally, we describe a series of experiments carried out using the VSMT application during special training and assessment sessions in several kindergartens in Luxembourg with over 60 pupils. [less ▲]

Detailed reference viewed: 19 (2 UL)