Determining the Mathematical Development of Children Attending (original) (raw)
Related papers
Determining the Mathematical Development of Children Attending Kindergartens
2014
The current study was carried out to determine the mathematical development levels of children attending a preschool education institution in terms of mathematical content. The research was conducted on 334 children between 60-72 months attending an independent kindergarten. The mathematical development level of children was measured through Progress in Math 6 Test. As a result of the analyses conducted, it was found that the success of the children for "Shapes-Space-Measurements" and "Data Analysis" categories were high in terms of the mathematical development levels of the children, while their success rates were lower than expected in the subgroup of processes at the "Numbers" category.
Mathematical Abilities of Preschool Children
World Journal of Educational Research, 2020
Regardless of the fact that people are born with innate sense of number, mathematical thinking requires certain intellectual effort for which many children are not ready. While children investigate and discover new issues in everyday life, they meet the world of mathematics although they are not aware of it. As mathematics is becoming more and more important in today's age of technology, it is very important that children are introduced to the spells of mathematics before they start attending school, and to continue to learn mathematics with that knowledge throughout school education. As well as reading, mathematics is a subject necessary for adequate functioning in society. What is more, mathematics is a subject that develops logical thinking and perception, thus mathematical teaching of children ought to be on more accessible level than it is currently. Parents and educators have access to various games and activities that involve children into mathematical thinking and creative resolving, which develops their self-confidence. Through the research that has been conducted with both preschool and primary school children using various mathematical examples appropriate for their age, it has been found out that the children of younger age have early math skills, whereas, regarding primary school children, their later math achievement is fading over time or their conclusions are grounded upon the "expected". The traditional way of teaching mathematics and extensive material can cause poor mathematical achievement and cause a well-known fear of mathematics.
2020
The aim of this study is to determine mathematical skills of 60-72 months old children attending preschool education and whether these skills make a significant difference in terms of gender, mother education, father education, number of siblings, duration of preschool education and socio-economic status of family. The research was designed with descriptive scanning model. The sample of the study consisted of 372 children, 60-72 months of age, who were randomly selected from each of official independent kindergartens of Ministry of National Education in Battalgazi and Yesilyurt districts of Malatya in 2018-2019 academic year. Early Childhood Mathematics Education Content Standards Scale was used as data collection tool. The data obtained from data collection tool were analyzed by using Mann-Whitney U and Kruskal Wallis-H tests. As a result of research; It was found that mathematical skill levels of 60-72 months old children attending pre-school education institutions were above aver...
Early Mathematical Growth: How to Support Young Children’s Mathematical Development
Early Childhood Education Journal, 2006
The purpose of this critical analysis was to investigate the young children's sense of numerical magnitudes and the important attributes of classrooms where children in kindergarten and first grade are exposed to mathematics. This study aimed to offer guidelines that will assist teachers as they teach mathematics to children between the ages of five and seven.
Teachers' knowledge of children's mathematical development
Journal of Education and Learning (EduLearn), 2020
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers' responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
Mathematics Education at Preschool Level
The Proceedings of the 12th International Congress on Mathematical Education, 2015
At the present time, research into mathematics education in the early years is receiving much attention internationally. There is much debate about whether mathematics teaching/learning in the early years should be about supporting children to develop their own interests or to prepare them for school. Alongside this debate is interesting research which shows young children's capabilities on working abstractly with a range of mathematical topics, previously considered too advanced. This topic study group of ICME 12 aimed to provide a forum for exchanging insights in early mathematical learning. While much research has focused on children's learning of number, a growing body of work examines the learning of geometry, measurement and other mathematical topics in preschool. TSG 1 provided a forum for sharing this work and exploring how the learning of these aspects of mathematics in pre-school can be strengthened. It also supported discussion of the preschool teacher education across different countries.
A Comparison of the Mathematical Skills of First Graders with and without Preschool Education
Th e purpose of this study is to compare the mathematical skills of first grade elementary students who had or had not taken preschool education. Th e sample of the study consists of 150 elementary students, those with and without preschool education, who were enrolled in seven randomly chosen elementary schools located in Sivas (downtown). A questionnaire was used for data collection. Th e results of the study show that students with preschool education have higher mathematical skills compared to those with no preschool education.
International Journal of Science and Mathematics Education
This study explored teaching early mathematical skills to 3- to 7-year-old children in early childhood education and care (ECEC) and pre-primary education. Teachers in ECEC (N = 206) answered a web survey. The first aim was to determine whether teaching frequency or pedagogical awareness of teaching early mathematical skills varied according to the category of skills (numerical skills, spatial thinking skills and mathematical thinking and reasoning skills) and whether children’s age group moderated these differences. The second aim was to explore to what extent teacher-related characteristics and children’s age group explained variations in teaching frequency concerning early mathematical skills. Results from repeated MANOVAs demonstrated that the frequency and pedagogical awareness of teaching early mathematical skills depended on the skill category and that children’s age group moderated these differences. In 5- to 6-year-olds and 6- to 7-year-olds, numerical skills were taught mo...
The development of young children's mathematical understanding
Research in Mathematics Education in Australasia 2004 2007, 2008
Early childhood mathematics education research is burgeoning in Australasia. This chapter highlights and critiques key research in the area that has been published between 2004 and 2007. In particular, it considers specific mathematical topics such as number and numeracy, space and measurement, and structure and patterning; contextual matters such as links among home, school, pri or·to·sch 001 settings and community, indigenous learners and mathematics learning as children start school; assessment of mathematics learning in early childhood settings and the professional development of early childhood teachers of mathematics. It concludes with some suggestions for fruitful areas of future research.