ABSTRACT

Research indicates that mathematical understanding before formal schooling influences later attainment. This study investigated the mathematical activities of preschool-aged children in Japan, a neglected topic despite the high mathematical attainment of Japanese children. Preschool activities were investigated using surveys, observations, and staff interviews; activities at home and use of non-preschool educational providers were investigated using surveys of parents. The results showed that preschools overwhelmingly followed the government curricula, seeking to develop children’s interest in and sense of number, quantity, and shape through activities embedded in play and daily life; more directed teaching using workbooks was rare. Many children frequently engaged in informal mathematics-related activities at home. An unexpectedly high proportion of children engaged with learning materials from non-preschool educational providers. Results were broadly consistent across the two locations studied, despite the contrasting attainment of children in these areas in national mathematics tests. The results demonstrate that preschools in different parts of Japan avoid directed mathematical teaching. Further research is needed into the development of the mathematical understanding of preschool-aged children in Japan, especially in relation to non-preschool educational providers.

摘要

研究表明，正规学校教育之前的数学理解会影响以后的成就。这项研究调查了日本学龄前儿童的数学活动，这是一个被忽视的话题，尽管日本儿童的数学素养很高。通过调查、观察和员工访谈对学前活动进行了调查；通过对家长的调查，调查了家庭活动和使用非学前教育机构的情况。结果表明，幼儿园绝大多数遵循政府课程，通过游戏和日常生活中的活动培养孩子对数字、数量和形状的兴趣和意识；使用练习册进行更有针对性的教学是很少见的。许多孩子经常在家里参与非正式的数学相关活动。出乎意料地高比例的儿童使用非学前教育机构提供的学习材料。尽管这些地区的儿童在国家数学测试中的成绩形成鲜明对比，但研究的两个地点的结果大致一致。结果表明，日本不同地区的学前班避免了定向数学教学。需要进一步研究日本学龄前儿童的数学理解能力的发展，尤其是与非学前教育提供者相关的研究。结果表明，日本不同地区的学前班避免了定向数学教学。需要进一步研究日本学龄前儿童的数学理解能力的发展，尤其是与非学前教育提供者相关的研究。结果表明，日本不同地区的学前班避免了定向数学教学。需要进一步研究日本学龄前儿童的数学理解能力的发展，尤其是与非学前教育提供者相关的研究。