The Chinese Number Naming System and Its Impact on the Arithmetic Performance of Pre-Schoolers in Hong Kong

Autor/in	Ng, Sharon Sui Ngan
Titel	The Chinese Number Naming System and Its Impact on the Arithmetic Performance of Pre-Schoolers in Hong Kong
Quelle	In: Mathematics Education Research Journal, 24 (2012) 2, S.189-213 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0037-4
Schlagwörter	Foreign Countries; Preschool Children; Number Systems; Arithmetic; Mathematics Achievement; Item Response Theory; Mathematics Curriculum; Curriculum Development; Preschool Curriculum; Mathematics Instruction; Asian Culture; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Number system; Zahlensystem; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Item-Response-Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics lessons; Mathematikunterricht; Hongkong
Abstract	Asian children, including Chinese children, perform better than their English-speaking peers in cross-national mathematics studies. This superior Asian performance is attributed to several factors including cultural beliefs, educational systems and practices, and the Chinese number naming system. Given the limited empirical evidence on pre-school mathematics learning in Chinese societies, the outcomes of Western studies are often borrowed and adopted in curriculum planning in Asian schools. The study reported in this paper investigated the performance of Hong Kong Chinese pre-school children based on Western studies involving English-speaking children, and examined the relationship between the Chinese number naming system and children's performance in number and operation concepts. Data were collected from 299 pre-school children aged between 3 and 5 years. The learning sequence of the children in mastering number and operation concepts was established using the Rasch Model. This study provides empirical evidence for the feasibility of borrowing lists of mathematics concepts from studies of English-speaking children to serve as a reference for school-based curriculum planning in a Chinese-speaking context. However, it is not enough to establish the relationship between children's performance and the Chinese number naming system. Classroom instruction and cultural beliefs in mathematics learning are also important in explaining children's performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10