| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 97 === The Study of Indigenous Children’s Number Concepts -
Pingtung County as an Example Taking
Abstract
The purpose of the study was to investigate the performance of number concepts between ordinary children and indigenous children at age of 5 in Pingtung County, to analyze the error types which occurred when ordinary children and indigenous children learned number concepts, and also to investigate the correlation of different variants, such as tribe and background, in children’s number concepts. The study further explored the capability in predicting children’s number concepts through the variables of different backgrounds.
The present study based on standard testing analysis. The instrument was “Test of Early Mathematics Ability, second version” (Chinese version, translated by Shu, Huey-Xin). The subjects were ordinary children, non-tribal indigenous children and tribal indigenous children (N=90). The way to proceed testing was one to one, and the data were analyzed by average, percentage, t-test ,one-way ANOVA, two-way ANOVA and stepwise multiple regression analysis. The conclusions were as followed:
1. In the performance on “Test of Early Mathematics Ability, second version” of the study, no matter in overall scores of informal number concepts and classical number concepts, ordinary children’s performance was better than indigenous children’s. Yet indigenous children had reached the range of standard which was defined by Curriculum Guidelines. Moreover to compare to the norm-reference in the USA, ordinary children and indigenous children whose performance were above median level had better math quotient than the children in the USA.
2. Ordinary children’s number concepts were better than non-tribal indigenous children and tribe indigenous children; there was no significant difference between non-tribal indigenous children and tribe indigenous children.
3. To compare the error types between ordinary children and indigenous children, to count coins in 10, to do mental arithmetic number line in 10, to read Arabic numerals in 20, Arabic numerals in 100, to do fan-tan with the end of numbers in 50, and to compare two-digit mental arithmetic number line, indigenous children performed worse than others, yet there was no significance in other items.
4. Indigenous children with different backgrounds, such as different family learning environment, maternal education level, teachers’ instruction time, children's interests in math learning, and paternal and maternal occupations, showed significances on the performance of number concepts.
5. A correlation was found between the children’s performance of number concepts and the variables of tribe, paternal occupation type and maternal education level. Children with higher level of paternal occupation type and maternal education had better performance in number concepts. And the ordinary group was superior to the indigenous group.
6. The variables of paternal occupation type, tribe, children’s interests in math learning and maternal education level had the capability in predicting children’s number concepts.
We provided educational administration government departments, children educators and future studies with the findings above, results and propositions.
Keywords: indigenes, children, number concepts
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