The article focuses on problem solving skills of 5-6 year old preschoolers when being familiarised with numbers at kindergartens. Learning materials were designed that include 4 situations in which the children need to suggest their solutions to the problems. The sample is 150 children in some different kindergartens in Hanoi.
The result revealed that children had many different solutions in one situation. They had some good ways to solve the problem how to arrange, classify and compare things but their ability to use of the numbers in reality was still limited. Thus, teachers should give children more chances to work with quantity representations in both playing and learning activities in kindergartens.
Table of Contents
- 1. INTRODUCTION
- 2. Experiment to assess how children at the age of 5 - 6 solve problems related to numbers.
- 3. Results
- 3.1 Situation 1:
- 3.2 Situation 2:
- 3.3. Situation 3:
- 3.4. Situation 4:
- 3.5 The relationship among the children's answers.
Objectives and Key Themes
The main objective of this study is to assess the problem-solving skills of 5-6 year old children when familiarized with numbers in kindergarten settings. The research aims to understand how these preschoolers approach and solve mathematical problems, identifying their strengths and weaknesses in applying numerical concepts to real-world situations.
- Assessment of problem-solving skills in young children.
- Analysis of children's strategies for solving mathematical problems.
- The role of familiarization with numbers in developing problem-solving abilities.
- Identification of areas where children need additional support in math.
- Implications for kindergarten teaching practices.
Chapter Summaries
1. INTRODUCTION: This introductory chapter establishes the importance of fostering problem-solving skills in 5-6-year-old children through early mathematical education. It highlights the significance of pre-primary education in developing essential life skills and preparing children for future academic success. The chapter emphasizes the role of problem-solving activities in enhancing children's understanding of mathematical concepts and their ability to apply these concepts meaningfully. The authors underscore the importance of recognizing how children think and reason when encountering mathematical problems, advocating for teaching methods that encourage and respect individual approaches to problem-solving. The need for personalized development plans based on individual assessment is also stressed.
2. Experiment to assess how children at the age of 5 - 6 solve problems related to numbers.: This chapter details the experimental design employed to assess the problem-solving skills of the children. It describes the learning materials and the four problem situations presented to the sample of 150 five to six-year-old children from various kindergartens in Hanoi. The experimental methodology forms the basis for the analysis of children's problem-solving strategies and abilities as presented in the following results chapter. The design aims to capture a range of problem-solving approaches and identify potential limitations in the children's understanding and application of numerical concepts.
3. Results: This chapter presents the findings of the experiment, analyzing children's responses to the four problem situations. It describes the diverse solutions proposed by the children, illustrating their varied approaches to tasks involving arrangement, classification, comparison, and practical application of numbers. While noting positive aspects of the children’s performance, it highlights limitations in the application of numerical concepts to real-world scenarios. The analysis sheds light on the children's understanding of numbers and their ability to use them effectively in different contexts. The discussion of the relationship between the children's answers in the different situations would provide further insights into their overall problem-solving skills and potential areas for improvement.
Keywords
Numbers, mathematics, 5-6 year old preschoolers, assessment, problem solving, solution, early childhood education, mathematical skills, cognitive development.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this study?
This study focuses on assessing the problem-solving skills of 5-6 year old children in relation to their understanding and application of numbers. It aims to understand how preschoolers approach and solve mathematical problems, identifying their strengths and weaknesses in real-world situations.
What are the key objectives of the research?
The key objectives include assessing problem-solving skills, analyzing children's strategies for solving mathematical problems, examining the role of number familiarity in developing problem-solving abilities, identifying areas needing additional support, and suggesting implications for kindergarten teaching practices.
What methodology was used in the study?
The study employed an experimental design involving four problem situations presented to a sample of 150 five to six-year-old children from kindergartens in Hanoi. The design aimed to capture a range of problem-solving approaches and identify limitations in the children's understanding and application of numerical concepts.
What are the main themes explored in the study?
The study explores the assessment of problem-solving skills in young children, the analysis of children's strategies for solving mathematical problems, and the role of familiarity with numbers in developing these skills. It also identifies areas where children need additional support in math and explores implications for kindergarten teaching.
What are the key findings of the study (as summarized)?
The results chapter analyzes children's responses to four problem situations, illustrating their varied approaches to tasks involving numbers. It highlights both positive aspects of the children's performance and limitations in applying numerical concepts to real-world scenarios. The analysis sheds light on children's understanding of numbers and their effective use in different contexts.
What are the key chapters included in the study?
The study includes an introduction, a chapter detailing the experimental design and methodology used to assess the children's problem-solving skills, and a results chapter presenting and analyzing the findings. Each chapter provides a summary of its content.
What are the keywords associated with this study?
Keywords include numbers, mathematics, 5-6 year old preschoolers, assessment, problem solving, solution, early childhood education, mathematical skills, and cognitive development.
What is the overall purpose of this language preview?
This language preview provides a comprehensive overview of the study, including its title, table of contents, objectives and key themes, chapter summaries, and keywords. It is intended for academic use, facilitating the analysis of themes in a structured and professional manner.
- Quote paper
- Giap Binhnga (Author), Nguyen Manh Tuan (Author), 2017, Assessing problem-solving skills of 5-6 year old children when being familiarised with numbers in kindergartens, Munich, GRIN Verlag, https://www.grin.com/document/385565
