| Summary: | 碩士 === 國立臺北護理健康大學 === 嬰幼兒保育研究所 === 106 === Abstract
The study aims to investigate impact of parent-child mathematical reading activity on preschool children’s mathematics concept. Thirty pairs aged five-to-six-year-old children and their mothers were sampled from private kindergartens in 106 academic year. Quasi-experimental research was used to exclude influence of mothers' education level, child age and gender. Thirty pairs were divided 15 experimental groups and 15 control groups. The experimental groups which provided with math picture books and self-compiled math game materials exercised parent-child math reading activity once a week for total eight times in two months, meanwhile the control group did not take any activities. Both groups need to go through pre and post Children's Mathematical Achievement test which compiled by Xie Rushan. The study utilized pre-test scores as covariate to exclude pretest impact and adopted ANCOVA to understand differences of the capacity of children’s mathematical concepts between experimental and control groups.
The results of this study are concluded as follows:
1．Pre-test scores of math concept were significant differences in educational levels of preschool children mother. Post-LSD comparative analysis showed pre-test scores of math concepts for junior or lower educational degree of preschool children mother was lower than the other degrees . Parents who have higher junior educational degrees showed no significant difference. According to preschool mothers’ education, six of two concepts about carrying and subtraction were no significant difference, while four concepts about intuition math, law of numbers, addition, and mental arithmetic have significant differences in pre-test scores . The result shows preschool children from highly educated mothers have better abilities of mathematical concept than those from lower educated mothers.
2．There is positive evidently correlation between children at different ages with pretest score of “subtraction concept”. Older children had better abilities of subtraction concept than those of younger children. This shows age difference had influence on some kind of children’s mathematical-concept abilities .
3．Pretest scores for six math concepts had no significant difference in gender of preschool children. This indicated gender had no significant difference about children’s mathematical concepts.
4． There were significant difference in post-test scores between experimental and control groups. Preschool children participating parent-child math reading activity, average testing score of math concept was higher than that of control groups. Six of three concepts about number rule, addition and carrying concept were significant differences in experimental and control groups. The scores of three items in experimental groups were significantly higher than those in control groups. The result suggested parent-child mathematical reading activity can improve both overall performance and partial math concepts for preschool children.
Finally, on the basis of this study and its limitations, the implications for parents and further researchs were recommend.
Key words: mathematical concept、mathematical picture book、parent-child reading、 parent-child math game.
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