The Representation Strategies of Preschool Children When Solving Numeracy Task

Autor/inn/en	Ghazali, Munirah; Ismail, Zurida; Ashari, Zakiah Mohd; Mustafa, Zainun
Titel	The Representation Strategies of Preschool Children When Solving Numeracy Task
Quelle	In: Curriculum and Teaching, 36 (2021) 2, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/36.2.07
Schlagwörter	Numeracy; Preschool Children; Number Concepts; Mathematical Logic; Mathematics Skills; Knowledge Level; Symbols (Mathematics); Problem Solving; Teaching Methods; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Number concept; Zahlbegriff; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Identifying and addressing the knowledge gap in early numeracy is crucial, given the strong associations between early numeracy skills and later school success. The purpose of this study is to establish current viewpoints and ideas on children's numeracy development via three forms of representation: manipulative, symbolic, and static. The Children's Numeracy Task was used to assess eleven preschool children's numeracy knowledge via a semi-structured interview. The task was also designed to be presented in the three mathematical representations: concrete, static, and symbolic. The findings indicate that preschool children are more likely to use symbolic representation in solving a given task. This study highlights perspectives on how to apply various representations as pedagogical and assessment strategies to address the children's readiness for a mathematics lesson at the primary school level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01