There are differences in the mathematic abilities of children even before they enter primary school. Students who start with greater difficulties maintain, and even tend to increase, the gap from their peers over the years. Might families contribute to every child having a better point of departure? A recent study demonstrated how more informal mathematical activities between parents and children raise their formal mathematical abilities in pre-school.
It is commonly said that the pleasure for reading is essential to creating better and more avid readers. However, what does scientific research have to say about this question? Is the initial pleasure responsible for good reading skills or does the fluency of reading develop the taste for books?
Recent studies confirm that it is in online classes that students are most dispersed in multitasking, and that this reflects negatively on their academic performances. After all, managing to do more than one thing at a time without neglecting any of them is impossible. Multitasking is just a myth.
School breaks open the way for children to forget what they have learned. Holidays are good for students and teachers to rest, but several studies suggest that longer breaks can represent a loss of knowledge in reading and math, and new research shows that the impact is even more negative in writing.
Before they learn to count, children already possess a notion of quantity. This ability to compare quantities is innate and can be a predictor of math performance later in school life. A group of researchers shows how this relationship occurs in early childhood.