File Download
Supplementary
-
Citations:
- Appears in Collections:
postgraduate thesis: Enhancing early numeracy among young children
Title | Enhancing early numeracy among young children |
---|---|
Authors | |
Issue Date | 2018 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Wong, H. C. [黃浩駿]. (2018). Enhancing early numeracy among young children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | The present study aimed to investigate whether intervention on counting sequence (linear number board game) and cardinality (story book strategy) could enhance children’s number sense. Sixty-four Chinese kindergarteners (mean age = 5 years 2 months; 28 girls and 36 boys) who were studying at K2 were recruited from two kindergartens in Hong Kong. Separate repeated measures ANOVA were conducted among the children in the experimental group on each numerical task (verbal counting, one-to-one correspondence, and number line estimation) over three time points. The experimental group performed significantly better on all numerical tasks after the training. Moreover, separate repeated measures one-way ANCOVA showed significant difference between experimental and control group children on verbal counting and number line estimation tasks after the training. Kindergarten teachers and parents may make reference to the current intervention’s design to enhance children’s number sense.
|
Degree | Master of Social Sciences |
Subject | Numeracy - Study and teaching Number concept - Study and teaching Counting - Study and teaching |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/278485 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wong, Ho Chun | - |
dc.contributor.author | 黃浩駿 | - |
dc.date.accessioned | 2019-10-10T03:41:54Z | - |
dc.date.available | 2019-10-10T03:41:54Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Wong, H. C. [黃浩駿]. (2018). Enhancing early numeracy among young children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/278485 | - |
dc.description.abstract | The present study aimed to investigate whether intervention on counting sequence (linear number board game) and cardinality (story book strategy) could enhance children’s number sense. Sixty-four Chinese kindergarteners (mean age = 5 years 2 months; 28 girls and 36 boys) who were studying at K2 were recruited from two kindergartens in Hong Kong. Separate repeated measures ANOVA were conducted among the children in the experimental group on each numerical task (verbal counting, one-to-one correspondence, and number line estimation) over three time points. The experimental group performed significantly better on all numerical tasks after the training. Moreover, separate repeated measures one-way ANCOVA showed significant difference between experimental and control group children on verbal counting and number line estimation tasks after the training. Kindergarten teachers and parents may make reference to the current intervention’s design to enhance children’s number sense. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Numeracy - Study and teaching | - |
dc.subject.lcsh | Number concept - Study and teaching | - |
dc.subject.lcsh | Counting - Study and teaching | - |
dc.title | Enhancing early numeracy among young children | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2018 | - |
dc.identifier.mmsid | 991044144989903414 | - |