The effect of preschool education on children's number competence at the start of formal education

Abstract

The study is an investigation into the effect of pre school education on children's number competence at the start of formal education. The purposive sampling technique was used to select a sample size of sixty respondents made up of thirty girls and thirty boys. Qualitative methods were adopted for collecting data for the study. The major instruments used for the collection of data were clinical interviews and observation. Pupils were given various tasks involving counting and their most advanced behaviours with numbers were observed. Data collected were categorised into common themes including subitizing and analysed. Results of the study include the fact that children are able to recognize the number of objects in a small collection, usually up to five, without actually counting (subitizing). Children starting formal schooling try to show respect for the counting principles. Many pupils did not rely on counting to make equivalent sets. Finally, the study revealed that there is a spectrum of pupils in BS1 bring into for formal school. It is therefore being recommended that teachers use strengths and not the weaknesses of girls to positive attitudes towards mathematics. Again, the concept of subitizing appears to be a new concept among teachers. It is therefore recommended that activities are designed to encourage and develop this imagery skill in the lives of children.

Mathematics Connection Vol. 3 2003: 53-64