The Factors Related to Preschool Children and Their Mothers on Children's Intuitional Mathematics Abilities

Autor/in	Guven, Yildiz
Titel	The Factors Related to Preschool Children and Their Mothers on Children's Intuitional Mathematics Abilities
Quelle	In: International Journal of Science and Mathematics Education, 7 (2009) 3, S.533-549 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-008-9131-1
Schlagwörter	Mothers; Preschool Education; Preschool Children; Intuition; Mathematics Skills; Thinking Skills; Mathematical Logic; Parent Influence; Employed Parents; Computation; Educational Attainment + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Mathematical logics; Mathematische Logik; Bildungsabschluss; Bildungsgut
Abstract	The aim of this study is to assess the factors that are related to preschool children and their mothers on children's intuitional mathematics abilities. Results of the study showed that there were significant differences in children's intuitional mathematics abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children, lower-educated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university degree explained more often to the children why they were in error than did the less-educated mothers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10