Preschool Use of Explicit Names of Numbers in Learning to Count

By Judith Beauford and Absael Antelo.

Published by The Global Studies Journal

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

At research sites in Texas, Mexico, and Bolivia, preschool children are experiencing their first formal introduction to numbers using explicit number names rather than the traditional names in English and Spanish. Modeled after the Mandarin language structure, 26 is read “two-ten six” and “dos diez seis.” Children are assessed at the end of the academic year when they are asked to rote count, identify place value, read, and model two digit numbers. The longitudinal results in Texas have shown consistently significant higher scores in number sense on annual achievement tests of children from grades one to five who had participated in the project as four-year-olds in pre-kindergarten. Children at research sites in Mexico and Bolivia have yet to take achievement tests as the projects are only one and two years along. Teachers are surveyed about their perceptions of the program. This session will present longitudinal, individual annual assessments, and survey results of the project.

Keywords: Number Sense, Explicit Number Names, Place Value, Preschool Mathematics, Preschool Education

Global Studies Journal, Volume 4, Issue 2, pp.329-342. Article: Print (Spiral Bound). Article: Electronic (PDF File; 749.769KB).

Dr. Judith Beauford

Professor of Mathematics, Director of Doctoral Studies, School of Education, University of the Incarnate Word, San Antonio, Texas, USA

I have a Master’s in Mathematics from the University of Texas at San Antonio and Ph.D. in Mathematics Education from the University of Texas at Austin. After teaching 16 years in secondary schools, I have taught mathematics, mathematics education, and statistics at the university level for 25 years with research interests and publication in the integration of mathematics and science, translations of instruments for international research, and the influence of the use of explicit number names on number sense. I currently serve as Director of Doctoral Studies in the School of Education at the University of the Incarnate Word in San Antonio, Texas, USA. My doctoral students’ research foci are mathematics education, organizational leadership, higher education, and international education and entrepreneurship.

Dr. Absael Antelo

Associate Professor, School of Education, University of the Incarnate Word, San Antonio, Texas, USA

I did my doctoral studies at the University of Utah, Salt Lake City in the field of educational administration. I obtained my Master Degree in School Administration from the New Mexico Highlands University. My Bachelor degree in elementary education was also earned at this same university. I come from a family of educators who devote time and effort to the betterment of education for all children. I was born in Bolivia and educated in the United States. I have taught at all levels from K-12. I have been educational administrator and college professor for many years.Currently I am participating in research related to the explicit names of numbers, and leadership in Bolivia, Mexico and the USA.

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