Open AccessStudy on the Features and Strategies of Number-Concept Development of Rural Children in Early Primary School Years: Study of Number-Concept Development of Rural Children
Author(s) -
He Li,
Mengxu Fan,
Christopher Hermann
Publication year - 2020
Publication title -
international journal of contemporary education
Language(s) - English
Resource type - Journals
eISSN - 2575-3185
pISSN - 2575-3177
DOI - 10.11114/ijce.v3i2.4894
Subject(s) - vocabulary , mathematics education , psychology , language development , research object , developmental psychology , test (biology) , development (topology) , object (grammar) , pedagogy , computer science , sociology , mathematics , paleontology , philosophy , linguistics , regional science , artificial intelligence , biology , mathematical analysis
The development level of children’s number-concept is a critical element in measuring the development of children's thinking. Previous studies have shown that preschool is an important stage of development and that vocabulary can help promote children’s number-concept development. This study aims to explore the characteristics of the development of rural children’s number-concept in their early years, and propose teaching strategies suitable for rural children based on the research results. This research method is based on a one-to-one standard test, supplemented by a self-designed structured interview for teachers. The research object is the early school-age children in rural areas. The impact of gender, age, school, and language on children’s number-concept development is discussed. By describing and studying the characteristics of their number-concept development, educational strategies and suggestions are put forward. This research can contribute to the literature theoretically, pedagogically and practically.