ERIC Number: ED161557
Record Type: RIE
Publication Date: 1978-Nov
Reference Count: 0
Evaluation of Mathematical Thinking. Discussion Paper No. 3.
This study investigates the development of mathematical ability and understandings and explores the use of math games as part of a global model of preschool program evaluation. Eighty-three children (aged 3 3/4 to 4 years) enrolled in several programs in the Mt. Druitt Early Childhood Project, North Ryde, Australia, participated in the study. Researcher-designed games, derived from Piaget and Bruner and involving equivalence, seriation, numeration and spatial arrangement tasks, were used in two separate assessments. Statistical analyses of the data (Multivariate Analysis of Variance and other procedures) were conducted. Results indicated few consistent changes over the year from pre- to post-test. Program differences in the most difficult seriation task were found. While counting and number recognition improved generally over the year, overall performance in numeration was inconsistent. Strategies of approach to the number tasks changed over time. Ability to copy spatial arrangements was greater in the post-test, while the difficulty of some prediction tasks remained and in some cases increased. There were significant program differences in the spatial transformation scores. It is suggested that clinical observations of mathematical game activities of preschool children can be useful in assessing curriculum effectiveness. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Macquarie Univ., North Ryde (Australia). School of Education.
Identifiers: Bruner (Jerome S); Equivalence; Piaget (Jean); Spatial Arrangements; Task