| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 98 === Graduate Institute of Early Childhood Education
National Chiayi University
Abstract
The present research involved gauging preschoolers’ comprehension of the mathematical relational terms more and less. Sixty 3- to 4-year-old preschoolers from two private preschools participated in the study. Each participant was clinically interviewed to indicate “Which one has more” and “Which one has less” on cards with two collections of dots in the homogeneous, heterogeneous, and context-free conditions. Results showed that a majority of three year olds failed to understand relational terms more and less, while over half of four year olds succeeded in doing so. Among three conditions, participants performed the best in the context-free condition, followed by the homogeneous and heterogeneous conditions. Furthermore, no gender and SES effect was found.
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