 Study on the Features and Strategies of Number-Concept Development of Rural Children in Early Primary School Years: Study of Number-Concept Development of Rural ChildrenHe Li, Mengxu Fan and Christopher Hermann International Journal of Contemporary Education, 2020, vol. 3, issue 2, 43-54 Abstract: The development level of children’s number-concept is a critical element in measuring the development of children's thinking. Previous studies have shown that preschool is an important stage of development and that vocabulary can help promote children’s number-concept development. This study aims to explore the characteristics of the development of rural children’s number-concept in their early years, and propose teaching strategies suitable for rural children based on the research results. This research method is based on a one-to-one standard test, supplemented by a self-designed structured interview for teachers. The research object is the early school-age children in rural areas. The impact of gender, age, school, and language on children’s number-concept development is discussed. By describing and studying the characteristics of their number-concept development, educational strategies and suggestions are put forward. This research can contribute to the literature theoretically, pedagogically and practically. Date: 2020 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:rfa:ijcejl:v:3:y:2020:i:2:p:43-54 Access Statistics for this article More articles in International Journal of Contemporary Education from Redfame publishing Contact information at EDIRC. |
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