The Factors Related to Preschool Children and Their Mothers on Children’s Intuitional Mathematics Abilities
The aim of this study is to assess the factors that are related to preschool children and their mothers on children’s’ intuitional mathematics abilities. Results of the study showed that there were significant differences in children’s intuitional mathematics abilities when children are given the opportunity to think intuitionally and to make estimations, and when their mothers believe in the importance of providing such opportunities in the home setting. Children who tended to think fast and to examine details of objects had significantly higher scores. Also, the working mothers aimed to give opportunities to their children more often than non-working mothers. The mothers whose children received preschool education tended to give more opportunities to their children to think intuitionally and to make estimations. When incorrect intuitional answers or estimations were made by children, lower-educated mothers tended to scold their children much more than higher educated mothers. Mothers having at least a university degree explained more often to the children why they were in error than did the less-educated mothers.
Key wordsestimation intuition Mathematics abilities mothers preschool children
Unable to display preview. Download preview PDF.
- Azzouni, J. (2005). Is there still a sense in which we can have foundation? In G. Sica (Ed.), Essays on the foundations of mathematics and logic (pp. 9–47). 1. Italy: Polimetrica Publisher.Google Scholar
- Baroody, A.J. (1987). Children’s mathematical thinking; A developmental framework for preschool, primary, and special education teachers. New York: Teachers College, Columbia University.Google Scholar
- Bruner, J.S. (1983). Intuitive and analytic thinking. In M. Donaldson, R. Grieve & C. Pratt (Eds.), Early childhood development and education: Readings in psychology (pp. 237–244). Oxford: Basil Blackwell.Google Scholar
- Carlow, C.D. (1986). Critical balances and payoff in an estimation program. In H.L. Schoen & M.J. Zweng (Eds.), Estimation and mental computation (pp. 93–102). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
- Claxton, G. (2000). The anatomy of intuition. In T. Atkinson & G. Claxton (Eds.), Intuitive practitioner: On the value of not always knowing what one is doing (pp. 32–52). Buckingham: Oxford University Press.Google Scholar
- Davis, J.C. & Ginsburg, H.P. (1993). Similarities and differences in the formal and informal mathematical cognition of African, American and Asian children: The roles of schooling and social class. In J. Altarriba (Ed.), Cognition and culture: A cross-cultural approach to psychology, 103(2), 343–360.Google Scholar
- Ergun, S. (2003). Okul öncesi eğitimi alan ve almayan ilci sınıf öğrencilerinin matematik yetenek ve başarılarının karşılaştırılmalı olarak incelenmesi [Comparison of first grade children’s mathematics abilities and success according to their preschool experience]. Yayınlanmamış yüksek lisans tezi [Unpublished master’s thesis], Marmara Üniversitesi, İstanbul, Türkiye.Google Scholar
- Fefermen, S. (1998). Mathematical intuition vs. mathematical monsters. Twentieth World Congress of Philosophy. Boston: USA.Google Scholar
- Fischbein, E. (1987). Intuition in science and mathematics: An educational approach. Dordrecht, The Netherlands: Reidel.Google Scholar
- Gadsden, V. & Ray, A. (2003). Fathers’ role in children’s academic achievement and early literacy. ERIC Clearinghouse on Early Education and Parenting. (ERIC Document Reproduction Service No.ED482051).Google Scholar
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books, Inc.Google Scholar
- Gelman, R. & Gallistel, C.R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.Google Scholar
- Guven, Y. (1997). Erken Matematik Yeteneği Test-2’nin geçerlik, güvenirlik, norm çalışması ve sosyo-kültürel faktörlerin matematik yeteneğine etkisinin incelenmesi [Reliability, validity and normative studies of test of early mathematics ability–2 and investigating factors affecting mathematics abilities].Yayınlanmamış doktora tezi [Unpublished doctoral dissertation], Marmara Üniversitesi, İstanbul, Türkiye.Google Scholar
- Guven, Y. (2001). Sezgisel Matematik Yeteneği Testi’nin geliştirilmesi. [Developing an intuitional mathematics ability test]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(15), 23–28.Google Scholar
- Hefner, A. (2006). Intuition. The Mystica. Retrieved January 01, 2006, from http://www.themystica.com/mystica/default.html.
- Henden, G. (2004). Intuition and its Role in Strategic Thinking. Series of Dissertations. Nordberg Hurtigtrykk. Retrieved January 08, 2006, from http://web.bi.no/forskning/papers.nsf/.
- Kliman, M. (1999). Parents and children doing mathematics at home. Teaching Children Mathematics, 6(3), 140–146.Google Scholar
- Kline, M. (1972). Mathematical thought from ancient to modern times. New York: Oxford University Press.Google Scholar
- Mishlove, J. (1995). Intuition: A link between Psi and spirituality. ReVision, 8(1), 33–36.Google Scholar
- Myers, D.G. (2002). Intuition: Its powers and perils. New Haven and London: Yale University Press.Google Scholar
- O’Connor-Petruso, S. Schiering, M. Hayes, B. & Serrano, B. (2004). Pedagogical and parental influences in mathematics achievement by gender among select European countries from the TIMSS_R study. Retrieved July 6 2006, from www.ieadpc.org/download/ieahq/IRC2004.
- Podnieks, K. (1988). Platonism, intuition and the nature of mathematics. Heyting ‘88. Summer School & Conference on Mathematical Logic. Chaika, Bulgaria, Se (pp. 50–51). Bulgarian: Academy of Sciences.Google Scholar
- Robinson, H.F. (1983). Exploring teaching in early childhood education (2nd edn). Boston: Allyn and Bacon, Inc.Google Scholar
- Saunders, R. & Bingham-Newman, A.M. (1984). Piagetian perspective for preschools: A thinking book for teachers. New Jersey: Prentice-Hall, Inc.Google Scholar
- Taylor-Cox, J. (2001). How many marbels in the jar? Estimation in the early grades. Teaching Children Mathematics, 8(4), 208–214.Google Scholar
- Thompson, P. (1993). The nature and role of intuition in mathematical epistemology. Retrieved September 3, 2006, from www.loni.ucla.edu/∼thompson/MATH_PHIL/math_phil_MS.html.
- Thorkildsen, R. & Scott Stein, M.R. (1998). Is parent involvement related to student achievement? Exploring the evidence. Phi Delta Kappa Research Bulletin, 22.Google Scholar
- Threadgill-Sowder, J. (1984). Computational estimation procedures of school children. Journal of Educational Research, 77, 332–336.Google Scholar
- Woolfolk, A.E. (1998). Educational psychology. Boston: Allyn & Bacon.Google Scholar