| Summary: | 碩士 === 國立台中師範學院 === 初等教育學系 === 83 === The purpose of this study was to investigate the place value
concept and its relative knowladge of the children with different
cultural background.
Twelve tasks, adapted from S.H.Ross, which assessed children''''s
understanding in place value concept, numeration knowladge and
number concept, were administered to 135 second-, third- and
forth-grade children of aboriginal and non-aboriginal from
mountainous area and city area in Nantou county. The subjects
were individually interviewed. Their performences on these tasks
were qualitatively analyzed and then were quantitative analyzed
using two-way ANOVA and IRS (Itermrelationalstructure analysis).
The results revealed the following:
1. Forth graders performed better then third- and second
graders on number concept, numerationknowladge and place value
tasks. It suggested that these concepts probably getting more
development by years.
2.There was significent difference between aboriginals and
non-aboriginals on number concept, numeration knowladge and
place value tasks, but there was no significent difference
between non-aboriginals of mountainous area and city area.
3.There was significent difference among the second and
third grades children of aboriginal and non-aboriginal in oral
counting and object counting. It suggested that the difference
probably due to the influence of the cultural of aboriginal.
4.For children in the mountainous area, the corespondence
between the value of a digit in a number and its block
representation acquired in school did not relate to their daily
life situations.
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