What number knowledge is possessed by children beginning the kindergarten year of school?
Tóm tắt
Forty-five children, fifteen from each of two kindergarten year classes from different schools, and fifteen from a year one class from one of those schools, were interviewed to assess their knowledge of number word sequences and spatial patterns, and ability to recognise numerals and use counting to establish the numerosity of visible and screened collections. The schools were selected as typifying contrasting socio-economic levels. Five models, each of a different aspect of number development, and each containing up to five levels or stages, were used to generate for each child, a profile of numerical development. This led to consideration of the variations of children’s number knowledge, within and between year levels and schools. Findings included a wide variation in the number knowledge of children beginning the kindergarten year, greater variation in the lower socio-economic school, and evidence that the kindergarten year mathematics curriculum is most suited to the least advanced.
Tài liệu tham khảo
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