The Action Research of Mathematical Teaching Materials in Cognitive Area and Mathematical Abilities and Interests for Young Children

• Main Authors: Kuei-Chih Chien, 簡桂枝
• Other Authors: Li Tsung-wen Kuo
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/kddzb4

碩士 === 國立臺東大學 === 進修部暑期幼兒教育碩士班 === 104 === This study aimed to discuss the relationship between mathematical teaching materials and mathematical abilities and interests for young children, which focused on analyzing the children’s learning interest of mathematical teaching materials and performance of mathematical ability after participating in learning area. Accompany with qualitative action research, participant observation method was used in this study. By using "The Test of Early Numerical Ability "(Kuo, Lu, Wei & Hsu 2012), the eighteen preschool students of the researcher were being observed. The researcher had found four analytical results through “the numbers of manipulating in mathematical teaching materials; and learning interests; observation record; reflection notes and the questionnaire of learning interest of mathematics teaching materials for preschoolers, which developed by author. 1. Before introducing mathematical teaching materials in cognitive area, most mathematical indicators in the mathematical ability pretest results showed moderate, yet, a few specific pretest results showed below normal standard. After adding mathematical teaching materials in cognitive area, the post-test results showed the mathematical ability had increased above moderate, expected the item of “the estimated within 15”. 2. By using mathematical teaching materials, teacher could promote preschoolers’ learning interests in mathematics and enrich their mathematical learning experiences. The mathematical teaching materials that were co-play and with competition were most favored to preschoolers. After using mathematical teaching materials, the preschoolers’ mathematical ability had significant increased. 3. There was no significant difference between girls and boys in mathematical abilities and learning interents of mathematical teaching materials. 4. There were no significant differences to the occupation and education level of parents on preschoolers’ mathematical ability. According to the findings in this study, the researchers had provided recommendations to early childhood educators, education authorities and parents of young children for future researcher who might concern. Keywords：learning areas, mathematical ability, learning interests