Today we share the summary of a scientific research conducted in Korea by Dr. Haeyung Hong ( Dep. Early Childhood Education, Education College, Chonnan National University) . “Effects of Mathematics Learning Through Children’s on Math Achievement and Dispositional Outcomes”. (96) appeared in the prestigious publication Early Childhood Research Quarterly, No. 11.

  1. Purpose of the research:

The purpose of the research was to shed light on two aspects, namely, what effect the use of children’s literature generates in relation to:

  •  the interest and participation of students in the learning process of mathematics.
  •  the learning in itself of maths learning centre singapore concepts.
  1. Method:

The study was carried out in private children’s education centers with children from 3 to 5 years old (in Korea, children’s education up to the age of 5 is not compulsory, but 3/4 children attend private centers for children’s education). 57 children aged 4 to 6 years participated in the study. These children were randomly divided into two types of different groups, (experimental groups and reference groups). Both groups had a work plan that was practically the same: all the groups had space for shared reading followed by a group activity and then 40-50 of free play using the different themed “corners” in the classroom (in both groups included corner) mathematical). The only difference between the two groups was that:

Experimental group: a selection of readings was done to work on mathematical concepts such as (measurement, seriation, size, numerical combination, spatial orientation); After reading, the experimental group worked on activities such as dramatizing the story or connecting the story with the real life of the children through the maths learning centre singapore.

Control group: the selection of the readings did not include the mathematical part but was based solely on the weekly work area (for example: the family, etc.) and the post-reading activities were mainly songs related to the topic or discussion general.

Both groups had free play using the thematic corners of the classroom for a period of time of 40-50 minutes; both groups had mathematical corner with new materials on a weekly basis the only difference is that the experimental group the mathematical corner included materials and activities related to the worked story.

  1. Results:

We briefly summarize the conclusions of the study, in relation to the objectives of the research:

Does the use of stories generate a greater predisposition to learning mathematics?

The% of children who chose the mathematical corner and the mathematical material in their free play were taken as a control variable; “The selection of the mathematical corner over other corners was significant in the experimental group. The number of children who selected the mathematician in the experimental group as the favorite corner was significantly higher than in the control group. “” There is a clear tendency for the selection of activities and mathematical materials spontaneously in the experimental group, much higher than in the experimental group. control group “.

Does it generate effective learning in the mathematical area?

Pre-research studies show that there were no significant differences between the two groups. After the investigation through the EMAT test (Lee, 1995) significant differences were demonstrated in some areas: in the classification area, of numerical combinations (85.7 vs 29.4) and of knowledge of forms. And no significant difference was shown in the area of ​​spatial orientation.