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Papers by Annemie Desoete
Interdisciplinary Education and Psychology, 2017
Diversity Dimensions in Mathematics and Language Learning, 2021
TIJDSCHRIFT VOOR LOGOPEDIE EN AUDIOLOGIE, 2017
LOGOPEDIE (HERENTALS), 2009
lnternational Electronic Journal of Elementary Education, 2022
Poor mathematical abilities have a substantial societal impact. This special issue includes contr... more Poor mathematical abilities have a substantial societal impact. This special issue includes contributions discussing learning of mathematics that have impact on educational policy or elementary school practice. All papers explore and illustrate recent studies and available literature in the field of understanding typical and atypical mathematics learning. They reflect on mechanisms of conceptual development, models of typical and atypical learning, individual quantitative and qualitative differences, strengths and weaknesses, factors that appear promising and positively influencing the learning process of students’ learning of mathematics, and on interventions that aim to improve mathematics performance even in very young children.
JGZ Tijdschrift voor jeugdgezondheidszorg, 2020
Inleiding: Naast sociale en economische factoren wordt verminderde vruchtbaarheid genoemd als oor... more Inleiding: Naast sociale en economische factoren wordt verminderde vruchtbaarheid genoemd als oorzaak van het dalende geboortecijfer in Vlaanderen. De tijd die nodig is om tot een gewenste, natuurlijke bevruchting te komen, de zogenaamde ‘tijd tot zwangerschap’ (kortweg TTZ), is een maat voor het schatten van de prevalentie van verminderde vruchtbaarheid in een bevolking (TTZ > 12 maanden). Het doel van dit onderzoek is een beschrijving te geven van de wijze van conceptie en tijd tot zwangerschap van kinderen in Vlaanderen, en een analyse van determinanten van TTZ. Methode: In het Vlaamse geboortecohortonderzoek JOnG! (2008–2009) werden ouders van 2106 zuigelingen bevraagd over de wijze van conceptie en de tijd tot de zwangerschap van hun kind. Er werden vier groepen onderscheiden, namelijk vruchtbaarheidsbehandeling (10,2%), niet-geplande natuurlijke zwangerschap (11,9%), geplande spontane zwangerschap met TTZ ≤ 12 m (70,0%) en geplande spontane zwangerschap met TTZ > 12 m (5...
International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, 2016
In this chapter, we report the findings from a randomized controlled trial investigating the effe... more In this chapter, we report the findings from a randomized controlled trial investigating the effect of using virtual manipulatives to improve preschool students’ early mathematics skills. One hundred thirty-two preschool children were randomly assigned to nine sessions of adaptive computerized counting or comparison with virtual manipulatives, or to a typical instruction control group. Children in both experimental intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls not using virtual manipulatives on early mathematics tasks at the posttest. In addition, the effects of the training held six months later with the counting intervention improving number knowledge and mental arithmetic performance, and the comparison intervention only enhancing the number knowledge proficiency in Grade 1. The effect of virtual manipulatives was present in empathic children, thinkers, persisters, dreamers, rebels and promoters according to the Kahler Process Communication Model. In addition children in both experimental groups became more adventurous after the training. We discuss the value of these short interventions with virtual manipulatives in preschool as a forward-looking approach to enhance arithmetic proficiency.
International Handbook of Mathematical Learning Difficulties, 2019
Interdisciplinary Education and Psychology, 2017
Diversity Dimensions in Mathematics and Language Learning, 2021
TIJDSCHRIFT VOOR LOGOPEDIE EN AUDIOLOGIE, 2017
LOGOPEDIE (HERENTALS), 2009
lnternational Electronic Journal of Elementary Education, 2022
Poor mathematical abilities have a substantial societal impact. This special issue includes contr... more Poor mathematical abilities have a substantial societal impact. This special issue includes contributions discussing learning of mathematics that have impact on educational policy or elementary school practice. All papers explore and illustrate recent studies and available literature in the field of understanding typical and atypical mathematics learning. They reflect on mechanisms of conceptual development, models of typical and atypical learning, individual quantitative and qualitative differences, strengths and weaknesses, factors that appear promising and positively influencing the learning process of students’ learning of mathematics, and on interventions that aim to improve mathematics performance even in very young children.
JGZ Tijdschrift voor jeugdgezondheidszorg, 2020
Inleiding: Naast sociale en economische factoren wordt verminderde vruchtbaarheid genoemd als oor... more Inleiding: Naast sociale en economische factoren wordt verminderde vruchtbaarheid genoemd als oorzaak van het dalende geboortecijfer in Vlaanderen. De tijd die nodig is om tot een gewenste, natuurlijke bevruchting te komen, de zogenaamde ‘tijd tot zwangerschap’ (kortweg TTZ), is een maat voor het schatten van de prevalentie van verminderde vruchtbaarheid in een bevolking (TTZ > 12 maanden). Het doel van dit onderzoek is een beschrijving te geven van de wijze van conceptie en tijd tot zwangerschap van kinderen in Vlaanderen, en een analyse van determinanten van TTZ. Methode: In het Vlaamse geboortecohortonderzoek JOnG! (2008–2009) werden ouders van 2106 zuigelingen bevraagd over de wijze van conceptie en de tijd tot de zwangerschap van hun kind. Er werden vier groepen onderscheiden, namelijk vruchtbaarheidsbehandeling (10,2%), niet-geplande natuurlijke zwangerschap (11,9%), geplande spontane zwangerschap met TTZ ≤ 12 m (70,0%) en geplande spontane zwangerschap met TTZ > 12 m (5...
International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, 2016
In this chapter, we report the findings from a randomized controlled trial investigating the effe... more In this chapter, we report the findings from a randomized controlled trial investigating the effect of using virtual manipulatives to improve preschool students’ early mathematics skills. One hundred thirty-two preschool children were randomly assigned to nine sessions of adaptive computerized counting or comparison with virtual manipulatives, or to a typical instruction control group. Children in both experimental intervention groups, including children with poor calculation skills at the start of the intervention, performed better than controls not using virtual manipulatives on early mathematics tasks at the posttest. In addition, the effects of the training held six months later with the counting intervention improving number knowledge and mental arithmetic performance, and the comparison intervention only enhancing the number knowledge proficiency in Grade 1. The effect of virtual manipulatives was present in empathic children, thinkers, persisters, dreamers, rebels and promoters according to the Kahler Process Communication Model. In addition children in both experimental groups became more adventurous after the training. We discuss the value of these short interventions with virtual manipulatives in preschool as a forward-looking approach to enhance arithmetic proficiency.
International Handbook of Mathematical Learning Difficulties, 2019