Kindergarteners’ Understanding of Base-Ten Notation through Formal and Informal Instructions: A Comparative Study of the United States and Korea
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The present study examines kindergarteners' understanding of the base-ten number system through formal and informal instructions in the United States and South Korea. A total of 69 kindergarteners (30 in the U.S. and 39 in Korea) and their head teachers participated in this study over the course of one semester. Experimental groups in both countries were provided with various formal and informal instructions, whereas control groups were not. The math activities for formal instruction and concrete materials for informal instruction, which were designed to support Korean children's development of base-ten understanding, were provided to the experimental groups in the U.S. and Korea for one semester. Pre-tests and post-tests were conducted with all participating children at the beginning and at the end of the semester to examine changes in the children's understanding of base-ten notation over time. The findings indicate no differences in terms of children's performance on base-ten tasks during the pre-test between the experimental and the control groups in each country. Comparison between the countries showed that Korean children exhibited better understanding of base-ten notation than their peers in the U.S. even before any math instruction was provided. During the post-test, children in the experimental groups in both countries showed better understanding of base-ten notation than children in the control groups. Overall, Korean children in the experimental group achieved the highest scores in understanding the base-ten system. This paper discusses the elements that affected the children's understanding of base-ten notation in the U.S. and Korea, including numerical language systems and the types of instruction provided.
Abstract
The present study examines kindergarteners' understanding of the base-ten number system through formal and informal instructions in the United States and South Korea. A total of 69 kindergarteners (30 in the U.S. and 39 in Korea) and their head teachers participated in this study over the course of one semester. Experimental groups in both countries were provided with various formal and informal instructions, whereas control groups were not. The math activities for formal instruction and concrete materials for informal instruction, which were designed to support Korean children's development of base-ten understanding, were provided to the experimental groups in the U.S. and Korea for one semester. Pre-tests and post-tests were conducted with all participating children at the beginning and at the end of the semester to examine changes in the children's understanding of base-ten notation over time. The findings indicate no differences in terms of children's performance on base-ten tasks during the pre-test between the experimental and the control groups in each country. Comparison between the countries showed that Korean children exhibited better understanding of base-ten notation than their peers in the U.S. even before any math instruction was provided. During the post-test, children in the experimental groups in both countries showed better understanding of base-ten notation than children in the control groups. Overall, Korean children in the experimental group achieved the highest scores in understanding the base-ten system. This paper discusses the elements that affected the children's understanding of base-ten notation in the U.S. and Korea, including numerical language systems and the types of instruction provided.
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