The Effectiveness of Korean Number Naming on Insight into Numbers in Dutch Students with Mild Intellectual Disabilities

Autor/inn/en	Van Luit, Johannes E. H.; Van der Molen, Mariet J.
Titel	The Effectiveness of Korean Number Naming on Insight into Numbers in Dutch Students with Mild Intellectual Disabilities
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 5, S.1941-1947 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.03.028
Schlagwörter	Numbers; Arithmetic; Korean; Students; Mild Mental Retardation; Intervention; Instructional Effectiveness; Foreign Countries; Netherlands; South Korea + Suchen Sie Ihr Suchwort? Zahlenraum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Koreanisch; Student; Schüler; Schülerin; Studentin; Unterrichtserfolg; Ausland; Niederlande; Korea; Republik
Abstract	Background: Children from Asian countries score higher on early years' arithmetic tests than children from Europe or the United States of America. An explanation for these differences may be the way numbers are named. A clear ten-structure like in the Korean language method leads to a better insight into numbers and arithmetic skills. This assumption forms the basis of the current study. Method: Examined is whether an intervention with number naming in the Korean way influences number awareness of students with mild intellectual disabilities (N = 70; mean age: 9;0 years). Results: The results indicate a positive effect of this alternative method of number naming on the insight into numbers up to 20. However, the effect did not generalize to insight into numbers 21-100. Conclusions: The Korean method of number naming seems to be a promising way to teach students with mild intellectual disabilities insight into numbers. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10