Number and addition learning of Hong Kong pre-school children

Number and addition learning of Hong Kong pre-school children

• Ng, Sui Ngan Sharon The Hong Kong Institute of Education

2009

Pacific Rim Objective Measurement Symposium 2009 (PROMS 2009) Hong Kong (2009: The Hong Kong Institute of Education, Hong Kong, China)

• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• G 課程與教學:個別教學範疇
  • GC 數學及統計學

• Hong Kong

• 1997.7 onwards

• 學前教育

Empirical Research Background: This study investigates the performance of Hong Kong pre-school children aged from 3 to 5 in the area of number and addition. This is the first stage data reporting. Empirical Research Aims: It aims to establish a scale on number and addition competency for young children aged from 3 to 6, and to validate the number and addition competency of children in relation with the literature and the official curriculum guide. Empirical Research Sample: Ten children aged 3, 4, and 5 were sampled from 10 pre-schools in Hong Kong, with a total of 300 children. Empirical Research Method: Measurement scale and behavioural checklist on number and addition concepts were established for teachers. Empirical Research RASCH: Quantitative data analysis derived from the Rasch model for measurement for dichotomous data were used. Empirical Research Results: The Wright Map showed a general progression of the position of items along the measurement continuum and a gradual increase in the mean difficulty at each of the age levels from 3-year-olds to 5-year-olds. Irregularities showed that children master some concepts earlier than expected. Misfit items showed that there is an absence of curriculum among schools, or among levels. Empirical Research Conclusions: Abilities of children increase in accordance with age, and children master some concepts earlier. There are unlikely a share curriculum among schools.

Paper presented at the Pacific Rim Objective Measurement Symposium 2009 (PROMS 2009) Hong Kong

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/c92a5a2e

2015-10-08