Misconceptions about Numbers and Operations--A Case Study of Preschoolers

Autor/inn/en	Eleftheriadi, Artemis; Lavidas, Konstantinos; Koustourakis, Gerasimos; Papadakis, Stamatis
Titel	Misconceptions about Numbers and Operations--A Case Study of Preschoolers
Quelle	In: Educational Process: International Journal, 12 (2023) 2, S.59-75 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eleftheriadi, Artemis) ORCID (Lavidas, Konstantinos) ORCID (Koustourakis, Gerasimos) ORCID (Papadakis, Stamatis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Misconceptions; Numbers; Arithmetic; Age Differences; Foreign Countries; Mathematical Concepts; Computation; Addition; Subtraction; Mathematics Education; Kindergarten; Young Children; Private Schools; Greece + Suchen Sie Ihr Suchwort? Missverständnis; Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Age; Difference; Age difference; Altersunterschied; Ausland; Subtraktion; Mathematische Bildung; Frühe Kindheit; Private school; Privatschule; Griechenland
Abstract	Background/purpose: Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods: Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results: The study's results showed that 5-6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion: The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support. (As Provided).
Anmerkungen	UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01