| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 100 === The purposes of this study were to (a)explore young childrens’ home mathematical experiences; (b)compare the differences among various background variables of young childrens’ home mathematical experiences and mathematical abilities; (c)explore the relationships between young childrens’ home mathematical experiences and mathematical abilities.
Eighty-five young children and their parents from public and private kindergartens in Tainan City were included as subjects. Parents were asked to complete the Young Children’s Home Mathematical Experiences Questionnaire and young children’s mathematical abilities were assessed individually by Early Number and Operations Test. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation. The results showed:
1.Most young childrens’ home mathematical experiences included rote counting, numerals, object counting, sharing, identification of number and indirect mathematical experiences.
2. Some significant differences in young childrens’ home mathematical experiences were
found among various background variables, eg parent education levels, maternal
occupations, family income, extra-curricular math class and types of kindergartens.
3. Young children performed very well on number system knowledge, number relations, and
counting. Their performance on word problems and arithmetic problems were above
chance.
4. Some significant differences in young childrens’ mathematical abilities were found among
various background variables, eg parent education levels, family income, family state, extra-curricular math class and types of kindergartens.
5. Some significant positive correlations between young childrens’ home mathematical experiences and mathematical abilities were found.
Finally, based on the findings, suggestions were made for parents, preschool teachers and researchers.
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