Published
March 16, 2022
| Pages: 387-403 | Views: 121
Abstract
The aim of this pre-experimental study is to evaluate the acquisition level of counting skills of a 3-year-old classroom made up of 14 children through a specific instructional design. To this end, an instructional proposal to improve these mathematical skills was designed. Before and after the intervention, we measured the students’ level regarding counting skills through an evaluation of their counting abilities. The results indicate that the designed intervention increased the acquisition level of skills related to counting principles, constituting an effective instrument to enhance counting skills for 3-year-old children. In particular, after the intervention children improved significantly in skills related to the one-to-one correspondence principle and the order-irrelevance principle, both showing a large effect size in their observed differences. The cardinality principle, stable-order principle and abstraction principle also showed gains, but the differences were found to be statistically non-significant. Finally, the role of the age of the participants was also analyzed in relation to their acquired counting skills, indicating that children in the older age range improved their counting skills more than children in the younger group.
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Keywords
Early Childhood, Mathematics Education, counting skills, counting principles, instructional design
Affiliations
Pascual D. Diago
Universitat de València (SPAIN)
Aida Carbonell-Jornet
Facultat de Magisteri, Universitat de València (SPAIN)
David Arnau
Universitat de València (SPAIN)
Miguel A. García-Moreno
Universitat de València (SPAIN)
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