ERIC Number: ED065171
Record Type: RIE
Publication Date: 1971-Aug
Reference Count: 0
Mathematical Concept Learning by the Pre-School Child. Final Report.
A series of experiments, all concerned with the topic of mathematical concept learning by the young child, were conducted. The concept mainly focused upon was that of inequalities. Five experiments were run. These are: (1) acquisition of mathematical concepts under experimental situation and in traditional pedagogical situation, (2) cued vs. non-cued instructions in the learning of inequalities by three-year-olds, (3) "more than", "less than" and reversal learning, (4) correction vs. non-correction, and (5) effect of pre-training and cued reversal training. The stimuli for the experimental situation were made up of pairs of pictures of varying numbers of objects with from 1 to 3 or 2 to 6 objects in each picture. The experiments provide evidence that nursery school aged children can learn simple mathematical concepts and learn them very rapidly. Children generally found the concept of "more than" more easily understood than the concept of "less than". Problems for further study concern the time to initiate pencil and paper activity, the time to initiate verbal activity, and the question of whether the concept of "more than" is learned as a number concept. (Author/CK)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: San Jose State Coll. Foundation, CA.