A Study on the Relationship between Korean 5-year-olds’ Mathematical Experiences Related to the Base-ten and Place Value Understanding and Their Construct of Number Concepts
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The goal of the study was to investigate 1) base-ten and place value related materials, activities, and instruction provided at 10 Korean kindergarten classrooms, 2) the relationship between the kindergarten classroom environments related to these number concepts and children's understanding. The ten selected kindergarten classrooms were individually observed nine times. A parent questionnaire was distributed to investigate the children's math experiences at home. The children were administered a pre-test and a post test to measure their understanding of the number concepts. Data was analyzed using a series of SAS 9.1. The results showed that at the end of the kindergarten year, 1) the Korean kindergartners' number concept understanding varied based on the classroom and home environments, 2) the classroom environments both significantly and positively correlated with the children's performance on the number concept tasks. The major findings of this study and suggestions for future study were discussed.
Abstract
The goal of the study was to investigate 1) base-ten and place value related materials, activities, and instruction provided at 10 Korean kindergarten classrooms, 2) the relationship between the kindergarten classroom environments related to these number concepts and children's understanding. The ten selected kindergarten classrooms were individually observed nine times. A parent questionnaire was distributed to investigate the children's math experiences at home. The children were administered a pre-test and a post test to measure their understanding of the number concepts. Data was analyzed using a series of SAS 9.1. The results showed that at the end of the kindergarten year, 1) the Korean kindergartners' number concept understanding varied based on the classroom and home environments, 2) the classroom environments both significantly and positively correlated with the children's performance on the number concept tasks. The major findings of this study and suggestions for future study were discussed.
참고문헌 (29)
- Aunola, K, "Developmental dynamics of math performance from preschool to grade 2", Journal of Educational Psychology, 96(4), pp.699~713 (2004)
- "Understanding place value: A case study of the base ten game p.1-53"[URL]
- Chao, S, "The effects of physical materials on kindergartners’ learning of number concepts", Cognition and Instruction, 18(3), pp.285~316 (2000)
- Choi,H.S, "Recognition of parents on the education of mathematics and language for children", 석사, pp.2002
- Copley,J.V, "'The young child and mathematics' in:National Association for the Education of Young Children: National Council of Teachers of Mathematics" (2000)
- Cotter,J.A, "Using language and visualization to teach place value", Teaching Children Mathematics, 7, pp.108~114 (2000)
- Duncan, G. J, "School readiness and later achievement", Developmental Psychology, 43(6), pp.1428~1446 (2007)
- Fischer,F.E, "A part whole curriculum for teaching number in the kindergarten", Journal for Research in Mathematics Education, 21, pp.207~215 (1990)
- Fuson, K. C, "Using a base-ten blocks learning", teaching approach for first- and second-grade place-value and multidigit addition and subtraction, 1990, pp.21(3), 180~206
- Fuson, K. C, "Korean children's understanding of multidigit addition and subtraction", Child Development, 63, pp.491~506 (1992)
- Fuson, K. C, "Achievement results for second and third grades using the Standards-based curriculum Everyday Mathematics", Journal for Research in Mathematics Education, 31(3), pp.277~295 (2000)
- Graeber,A.O, "Mathematics instruction across the grades: what consultants should know", Journal for Education and Psychological Consultation, 16(4), pp.349~362 (2006)
- "Pre-K longitudinal study: findings from the 1999-2000 school year"[URL]
- Johnson,V.M, "An investigation of the effects of instructional strategies on conceptual understanding of young children in mathematics", 박사, pp.1998
- Kline,K.M, "Developing kindergartners' reasoning with number using a part whole schema", 박사, pp.1994
- Miller, K. F, "Preschool origin of cross-national differences in mathematical competence: The role of number-naming systems", Psychological Science, 6(1), pp.56~61 (1995)
- Miura, I. T, "Effects of language characteristics on children's cognitive representation of number: cross-cultural comparisons", Child Development, 59, pp.1445~1450 (1988)
- Miura, I. T, "First graders' cognitive representation of number and understanding of place value: cross-national comparisons-France, Japan, Korea, Sweden, and the United States", Journal of Educational Psychology, 85, pp.24~30 (1993)
- Naito, M, "Japanese children's numerical competencies: Age- and schooling-related influences on the development of number concepts and addition skills", Developmental Psychology, 37, pp.217~230 (2001)
- National Council of Teachers of Mathematics, "Principles and standards for school mathematics" (2000), National Council of Teachers of Mathematics
- Nunes,T, "Learning mathematics: perspectives from everyday life. In:Schools, mathematics, and the world of reality", pp.61~78 (1993), Allyn & Bacon
- Rathmell, E. C, "Number representations and relationships", Arithmetic Teacher, 38(7), pp.20~23 (1991)
- Saxton, M, "Linguistic relativity: The case of place value in multidigit numbers", Journal of Experimental Child Psychology, 69, pp.66~79 (1998)
- Seo,K.T, "A study on parents’ awareness and the status of private education in early childhood education", 석사, pp.2004
- Silva,K, "Place value understanding: accessing children's informal knowledge of mathematics through meaningful context, familiar objects, and real world experiences", 박사, pp.1999
- Uy,F.L, "The Chinese numeration system and place value", Teaching Children Mathematics, 9(5), pp.243~7 (2003)
- Van de Walle, J, "Early development of number sense. In: Research Ideas for the Classroom: Early Childhood Mathematics" (1993), NCTM
- Williamson, W. W, "Longitudinal analyses of academic achievement", Journal of Educational Measurement, 28, pp.61~76 (1997)
- Zhou, X, "Preschool children’s representation and understanding of written number symbols", Early Child Development and Care, 174(3), pp.253~266 (2004)