A STUDY OF THE DEVELOPMENT OF CHILDDREN''''S PLACE VALUE NUMERATION CONCEPTS IN ELEMENTARY OF NANTOU MOUNTAINOUS AREA

• Main Authors: Yi-Cherng Lin, 林宜城
• Other Authors: Hsiang-Chuan Liu; Tzu-Ta Yiu
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/30315342156184605805

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.