Now showing 1 - 10 of 26
  • Publication
    Open Access
    The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems
    (American Psychological Association, 2009)
    Lee, Kerry
    ;
    ;
    Ng, Swee Fong
    Solving algebraic word problems involves multiple cognitive phases. We used a multi-task approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. We tested 255 11-year-olds on working memory (Counting-Recall, Letter-Memory, Keep-Track), ability to inhibit inappropriate responses (inhibition: Numeric-Stroop, Stop-Signal), mental flexibility (switching: Number-Letter, Plus-Minus), English literacy, and algebraic problem solving skills (problem representation, solution generation and other sub-components). Working memory explained about a quarter of the variance in both representation and solution formation. Literacy explained an additional 20% of the variance in representation formation. Ability to discern quantitative relationships explained an additional 10%. Our findings go beyond a demonstration of association between working memory and problem solving accuracy. They show that success in word problems are particularly reliant on ability to decode and assign mathematical operators to quantitative relationships: skills that draw heavily on working memory resources.
    WOS© Citations 118Scopus© Citations 130  320  1414
  • Publication
    Open Access
    Children’s task performance under stress and non-stress conditions: A test of the processing efficiency theory
    (Taylor & Francis, 2010) ;
    Lee, Kerry
    The effects of test anxiety on children’s task performance are not well-understood. We examined this issue using the processing efficiency theory (PET; Eysenck & Calvo, 1992) as a theoretical framework. High and low trait test-anxious children (N = 90) performed a mental arithmetic task under high and low memory load conditions. Each child performed the task under stressful and non-stressful conditions. Measures of task accuracy and reaction time served as indicators of performance effectiveness and processing efficiency, respectively. Consistent with the PET, processing efficiency, but not performance effectiveness, was detrimentally affected by test anxiety. However, we did not find support for the PET’s assumption that state anxiety mediates the test anxiety-task performance relationship. The roles of task demands on WM capacity and individual differences in WM capacity as moderators of the relationship between test anxiety and task performance will also be discussed.
    WOS© Citations 25Scopus© Citations 27  188  822
  • Publication
    Open Access
    Work-related stress in pre-school teachers and methods of assessing stress: A literature review
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    This study aims to gather information that will contribute to the development of future studies aimed at investigating the impact of preschool teachers’ work-related stress on children’s learning in Singapore. To this end, the study has two objectives: to identify sources of work-related stress that are relevant to preschool teachers in Singapore and to identify measures that could be used to measure teacher stress in the local context.
      801  1628
  • Publication
    Open Access
    Working memory and mathematical word problem solving
    (2003-11)
    Lee, Kerry
    ;
    Ng, Swee Fong
    ;
      112  191
  • Publication
    Metadata only
    The development of early arithmetic skills: What, when, and how?
    Arithmetic skills – the ability to add, subtract, multiply, and divide – are the building blocks of mathematics. Poor arithmetic skills can lead to poor job prospects and life outcomes. It is thus important to investigate the development of arithmetic skills. What constitute the foundations for arithmetic skills? When do they develop? Previous studies have highlighted the importance of the toddler and preschool period as providing foundations for later math learning. In this chapter, we provide an overview of key factors across domain-specific and domain-general areas that support the development of arithmetic skills. We then draw on existing data from the Singapore Kindergarten Impact Project (SKIP) and describe the performance of basic numeracy skills at entry to kindergarten that are relevant for arithmetic learning. These skills include counting, informal arithmetic, and the reading and writing of Arabic digits. Finally, we conclude with guidelines for promoting the development of early mathematical knowledge in the classroom and at home.
      401
  • Publication
    Open Access
    Singapore kindergarten impact project
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2024) ; ; ; ; ;
    Bull, Rebecca
    ;
    Lee, Kerry
    ;
    Pang, Elizabeth
    ;
    Lim, Meow Hwee
    ;
    Tan, Ching Ting
    ;
    Tan, Guat Hoon
    ;
    Leuar, Boon Char
      8  1162
  • Publication
    Open Access
    Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten: A compensatory account
    Research shows that executive functions (EF) and fine motor skills (FMS) contribute to early academic skills, possibly in overlapping ways. We examine whether and how EF and FMS interact in the concurrent prediction of maths, reading and spelling skills at the start of kindergarten. Structural Equation Modelling (SEM) on data from 1248 five-year-olds supports a compensatory account of EF and FMS in contributing towards maths and spelling skills. Controlling for socio-economic status, age, time spent in kindergarten and intelligence, the influence of EF on spelling achievement was larger for children with poorer compared to better FMS, and vice versa; FMS significantly predicted maths achievement only in children with high but not low EF, and vice versa. Identifying EF or FMS difficulties at or before the start of kindergarten may be important. Different approaches to intervention involving EF and FMS may be appropriate for maths versus spelling skills. We suggest for early childhood curricula to enhance opportunities for FMS development, especially for children who enter kindergarten with poor FMS.
    WOS© Citations 4Scopus© Citations 7  186  282
  • Publication
    Metadata only
    A mixed-methods evaluation of an ecological systems approach for supporting young children from low-income backgrounds in Singapore
    (Taylor & Francis, 2024)
    Xie Huichao
    ;
    Layne, Heidi
    ;
    ; ; ;
    Chew, Ping Phoon
    ;
    Lim, Rita
    ;
    Chai, Stephanie Mei Cheong
    ;
    Loh, Jie Ying
    ;
    Cheah, Jing
    ;
    The number of low-income families in Singapore is increasing. Young children from impoverished backgrounds are at risk of development gaps and challenges. Research has shown that the accumulation of risk factors from adverse childhood experiences can lead to weaker outcomes later in life. The NTUC First Campus (NFC) launched the Child Support Model (CSM) to serve children and families from vulnerable, low-income backgrounds with a range of financial, social and learning support. A 3-year evaluation study using mixed-methods design was conducted to understand the effects of the CSM and the active ingredients in CSM. A cohort of 58 children from families making a monthly income of SGD$3,500 or less participated in the quantitative component where children’s language and cognitive outcomes and classroom engagement were measured at three time points in 2019 (Kindergarten 1) and 2020 (Kindergarten 2). Participating children’s parents and teachers were interviewed in the qualitative component and reported their perspectives and experiences in CSM.
      60
  • Publication
    Open Access
    Well-being of early childhood educators in Singapore
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022) ;
    Bull, Rebecca
    ;
    Cumming, Tamara
    ;
    Wong, Sandie
      348  2923