| Summary: | 碩士 === 國立臺灣師範大學 === 人類發展與家庭學系在職進修碩士班 === 95 === Abstract
The purpose of this study was to explore the effects of mathematics activites within thematic curriculum on young children’s mathematics ability. This study adopted quasi-experimental design to investigate 56 four-years-old children via purposive sampling. 28 four-years-old children as the experimental group were performed mathematics activities within thematic curriculum in 30 to 40 minutes twice per week while other children as the control group received common thematic curriculum in the meantime.
A pre-test, the post-test and another test after the post-test for early mathematics ability were respectively executed to both groups to investigate the effort of these activities before this experiment was carried on, after a week since this experiment ended and a month when the post-test finished. The experiment results revealed:
1.Children originally having medium math quotient in standard mathematics ability index according to the test of early mathematics ability (TEMA-2) possessed improved quotient while children in the control group maintained unchanged quotient.
2.Mathematics activities within thematic curriculum effectively enhanced children’s mathematics abilities among the experimental group. After a month, they were still positively influenced by the mathematics activities within thematic curriculum.
3.No obvious difference in children’s mathematics abilities was induced by genders when mathematics activities within thematic curriculum were performed; however, a huge difference was resulted from the family social position. The higher that family social position is, the higher that children’s mathematics ability is obtained.
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