Understanding of Base-10 Concept and Its Application: A Cross-Cultural Comparison between Japan and Singapore

Autor/inn/en	Marcruz, Ong Yew Lee; Carrie, Ho Ka Lee; Manabu, Kawata; Mayumi, Takahashi; Kumpei, Mizuno
Titel	Understanding of Base-10 Concept and Its Application: A Cross-Cultural Comparison between Japan and Singapore
Quelle	In: International Journal of Early Years Education, 30 (2022) 4, S.766-780 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcruz, Ong Yew Lee) ORCID (Carrie, Ho Ka Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1848525
Schlagwörter	Cross Cultural Studies; Arithmetic; Foreign Countries; Correlation; Mathematics Achievement; Kindergarten; Problem Solving; Numeracy; Learning Experience; Mathematical Concepts; Concept Formation; Computation; Difficulty Level; Learning Strategies; Japan; Singapore + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Rechenkompetenz; Lernerfahrung; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Singapur
Abstract	It has become increasingly clear that the early use of decomposition for addition is associated with later mathematical achievement. This study examined how younger children execute a base-10 decomposition strategy to solve complex arithmetic (e.g. two-digit addition). 24 addition problems in two modalities (WA: Written Arithmetic; OA: Oral Arithmetic) with sums less than 100 were administered to 22 Japanese and 22 Singaporean 6-year-old kindergarteners. Our findings reveal that they were able to solve complex addition. For instance, Japanese kindergarteners tended to solve complex arithmetic using base-10 decomposition across the modality, whereas Singaporean kindergarteners used standard algorithms and basic counting to solve complex WA and OA problems, respectively. We speculate that Japanese kindergarteners might have a clearer understanding of the base-10 concept and were able to use this knowledge more readily than Singaporean kindergarteners. Mathematical experiences in kindergarten and number-naming systems have been put forward as two of the crucial contributors for such cross-cultural differences. This study also provides new directions for future research on the understanding of the base-10 concept and its application among young children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01