The Impact of Picture Books on The Development of Foundational Mathematics Skills Among Preschool Children
Bibliographic record
Abstract
This study examined the impact of picture books on the development of foundational mathematics skills among preschool children in Ibadan South West Local Government Area. Guided by five research questions, the study was anchored on Lev Vygotsky’s Socio-Cultural Theory of Cognitive Development (1934). A descriptive research design was adopted, and a sample of 100 preschool children was selected using a multistage sampling technique from five randomly chosen nursery schools. Data were collected using a researcher-designed observation checklist and a structured teacher-administered assessment tool, focusing on counting, number recognition, spatial awareness, and pattern recognition. The instruments were validated by experts and piloted, with a Cronbach’s alpha reliability coefficient of 0.78. Descriptive statistics such as frequency counts, percentages, means, and standard deviations were used for data analysis. Findings revealed that picture books significantly enhanced children’s mathematics skills. The study recommends the integration of picture books into early childhood mathematics instruction to strengthen foundational numeracy in preschool learners.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".