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ERIC Number: ED307063
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
A Comparison of Curricula Used in Kindergarten for the Development of Number Concept.
Fischer, Florence E.
The effects of two curricula for teaching number concepts to kindergarten children: a part-part-whole (PPW) curriculum emphasizing set-subset relationships between cardinal numbers, and a count/say/write (CSW) standard curriculum were composed. The concept of number attained by children taught with these two curricula was compared to that of children who received no instruction in number. Data collection efforts involved evaluation of the children's understanding of the components of number, their problem-solving performance on addition and subtraction story problems, and their use of the PPW component of numbers with numbers greater than 10. Participants were 97 children from 5 kindergarten classes in a predominately white, middle-class public school. Findings indicated that the PPW instruction facilitated the development of number concept by kindergarten children. PPW also enhanced children's ability to solve addition and subtraction word problems. PPM may provide a conceptual base for emerging informal addition and subtraction strategies. Use of the CSW standard curriculum, even when carefully applied and upgraded to include many manipulative experiences, did not improve children's number concept. Children receiving no instruction performed better than did children receiving the CSW program of instruction. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A