Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan
Mathematics learning trajectories (LTs) for students above elementary school level are widely investigated. Recently, LTs for kindergarteners have also attracted attention, but in those studies the LTs were based on Western samples, and it is unclear whether they also involved culture and gender dif...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-12-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/12/1994 |
| _version_ | 1797460842528112640 |
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| author | Chung-Chin Wu |
| author_facet | Chung-Chin Wu |
| author_sort | Chung-Chin Wu |
| collection | DOAJ |
| description | Mathematics learning trajectories (LTs) for students above elementary school level are widely investigated. Recently, LTs for kindergarteners have also attracted attention, but in those studies the LTs were based on Western samples, and it is unclear whether they also involved culture and gender differences. Therefore, the purposes of this study were twofold: (1) construct a counting and arithmetic LT based on an Eastern sample and (2) show its similarities and differences by gender. The constructed LT contains 13 hypothesized levels of mathematical concepts according to previous research, and 59 kindergarteners (26 boys and 33 girls) participated in this study and completed a counting and arithmetic test to examine empirically the theoretical LT. The results showed that empirically, there were eight and nine conceptual levels for boys and girls, respectively, and boys and girls mastered concepts in a similar order (basic arithmetic→basic counting→advanced counting→mediocre arithmetic→advanced arithmetic), with the first part differing from the hypothesized LT. Within this developmental progression, girls showed a different path from advanced counting to mediocre arithmetic. The findings show gender and culture differences for the LTs for kindergarteners, which contradicts most previous research based on Western samples. |
| first_indexed | 2024-03-09T17:11:54Z |
| format | Article |
| id | doaj.art-ee5ead6060414defb3fdc3847bf69638 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T17:11:54Z |
| publishDate | 2022-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-ee5ead6060414defb3fdc3847bf696382023-11-24T14:03:15ZengMDPI AGChildren2227-90672022-12-01912199410.3390/children9121994Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in TaiwanChung-Chin Wu0Department of Early Childhood Education, National Pingtung University, Pingtung 900391, TaiwanMathematics learning trajectories (LTs) for students above elementary school level are widely investigated. Recently, LTs for kindergarteners have also attracted attention, but in those studies the LTs were based on Western samples, and it is unclear whether they also involved culture and gender differences. Therefore, the purposes of this study were twofold: (1) construct a counting and arithmetic LT based on an Eastern sample and (2) show its similarities and differences by gender. The constructed LT contains 13 hypothesized levels of mathematical concepts according to previous research, and 59 kindergarteners (26 boys and 33 girls) participated in this study and completed a counting and arithmetic test to examine empirically the theoretical LT. The results showed that empirically, there were eight and nine conceptual levels for boys and girls, respectively, and boys and girls mastered concepts in a similar order (basic arithmetic→basic counting→advanced counting→mediocre arithmetic→advanced arithmetic), with the first part differing from the hypothesized LT. Within this developmental progression, girls showed a different path from advanced counting to mediocre arithmetic. The findings show gender and culture differences for the LTs for kindergarteners, which contradicts most previous research based on Western samples.https://www.mdpi.com/2227-9067/9/12/1994arithmeticcountingdevelopmental progressionkindergartenerlearning trajectory |
| spellingShingle | Chung-Chin Wu Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan Children arithmetic counting developmental progression kindergartener learning trajectory |
| title | Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan |
| title_full | Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan |
| title_fullStr | Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan |
| title_full_unstemmed | Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan |
| title_short | Constructing Counting and Arithmetic Learning Trajectories for Kindergarteners: A Preliminary Investigation in Taiwan |
| title_sort | constructing counting and arithmetic learning trajectories for kindergarteners a preliminary investigation in taiwan |
| topic | arithmetic counting developmental progression kindergartener learning trajectory |
| url | https://www.mdpi.com/2227-9067/9/12/1994 |
| work_keys_str_mv | AT chungchinwu constructingcountingandarithmeticlearningtrajectoriesforkindergartenersapreliminaryinvestigationintaiwan |