About the project

The research project iSeeNumbers focuses on tracing individual differences in children’s numeracy development from Grade 1 to Grade 3. The aim is to better understand the mechanisms behind the numeracy development by focusing on the developmental interplay between

  • skills (numeracy, language and executive functions),

  • motivation (interest and competence perceptions) and

  • well-being (school value and math anxiety).

AIMS

Primary

  • To provide knowledge about the individual differences in numeracy development, and its interplay with other skills (language, executive functions), motivation (interest, competence perceptions), and well-being (school value, math anxiety), as to better understand the mechanisms behind the numeracy development.

 

Secondary

  • To identify groups of children with different profiles regarding their skills, motivation, and wellbeing in Grade 1, and to show the stability of and changes in group memberships over time until Grade 3

  • To identify different developmental trajectories in numeracy from Grade 1 to Grade 3

  • To identify early markers that best predict numeracy developmental trajectories

  • To reveal processes and strategies that children with different levels of numeracy skills make, by analysing their eye movements

  • To acknowledge physiological responses (heart rate and skin conduction) while executing numeracy tasks, and their relation to math anxiety

OUTCOMES

It is assumed that

  • distinct subgroups of children with different profiles regarding their skills, motivation and well-being can be identified in the first grade

  • stability of and changes in group memberships over time until Grade 3 are found

  • early markers that can best predict the development and further protect for unfavourable numeracy development are found

  • eye tracking reveals processes and strategies used in numeracy tasks

  • relation of math anxiety and physiological responses are found

As an implication for education, the findings can form the basis for development of interventions (e.g., educational games) relevant for children’s numeracy development, especially concerning those children at risk for unfavourable numeracy developmental path.

FUNDING

The Norwegian Research Council, FINNUT (Young Research Talent), 2018-2022

University of Oslo, Department of Special Needs Education

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