Evaluation of Mathematical Thinking. Discussion Paper No. 3.

Autor/in	Healey, Muriel
Institution	Macquarie Univ., North Ryde (Australia). School of Education.
Titel	Evaluation of Mathematical Thinking. Discussion Paper No. 3.
Quelle	(1978), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Conservation (Concept); Developmental Stages; Games; Mathematical Concepts; Mathematics Curriculum; Mathematics Materials; Number Concepts; Preschool Children; Preschool Education; Program Development; Program Evaluation; Research; Research Methodology; Serial Learning + Suchen Sie Ihr Suchwort? Konservierung; Game; Spiel; Spiele; Mathematische Tafel; Number concept; Zahlbegriff; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programmplanung; Programme evaluation; Programmevaluation; Forschung; Research method; Forschungsmethode; Serielles Lernen
Abstract	This study investigates the development of mathematical ability and understandings and explores the use of math games as part of a global model of preschool program evaluation. Eighty-three children (aged 3 3/4 to 4 years) enrolled in several programs in the Mt. Druitt Early Childhood Project, North Ryde, Australia, participated in the study. Researcher-designed games, derived from Piaget and Bruner and involving equivalence, seriation, numeration and spatial arrangement tasks, were used in two separate assessments. Statistical analyses of the data (Multivariate Analysis of Variance and other procedures) were conducted. Results indicated few consistent changes over the year from pre- to post-test. Program differences in the most difficult seriation task were found. While counting and number recognition improved generally over the year, overall performance in numeration was inconsistent. Strategies of approach to the number tasks changed over time. Ability to copy spatial arrangements was greater in the post-test, while the difficulty of some prediction tasks remained and in some cases increased. There were significant program differences in the spatial transformation scores. It is suggested that clinical observations of mathematical game activities of preschool children can be useful in assessing curriculum effectiveness. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC