Preschool children’s mathematical performance in Japan
Résumé
This study measured Japanese preschool children’s mathematical performance and examined its
features through and intervention using mathematical activities. Japanese preschool children do not
formally learn mathematics; thus, we designed mathematical activities through guided play for 397
children aged 5–6. We conducted individual structured clinical interviews on mathematical
performance, which is the basis of learning in the first grade of elementary school, with the preschool
children, both before and after the intervention, and quantitatively analysed the results. The
children’s post-intervention interview results showed a significant increase in overall scores
compared to the pre-intervention interview results. The novel contribution of this study is to show the
characteristics of mathematical performance in early childhood of Japanese children with
internationally high outcomes in post-school mathematics based on an extensive survey.
Origine : Fichiers produits par l'(les) auteur(s)