Study On The Relationship Among Vocabulary,mathematical Language And Mathematical Ability Of Aged 4-6 Children

In order to explore the relationship between vocabulary,mathematical language,and mathematical ability,232 4-6-year-old children from three kindergartens in Changsha City,Hunan Province were selected by cluster sampling,and the Preschool Assessment of the Language of Mathematics was adapted and its reliability and validity were tested,109 children aged 4-6 years were selected as the research object in the same way.53 children aged 4-5,56 children aged 5-6.To explore the relationship between vocabulary,mathematical language and mathematical ability of 4-6-year-old children.The measurement was performed in two times.At the beginning of the term,Peabody's Picture Vocabulary Test,Expressive Vocabulary Test,the adapted Preschool Assessment of the Language of Mathematics and Rapid Automatized Naming were used to investigate children's vocabulary ability,mathematical language ability and general cognitive ability.By the end of the term,Children's mathematical ability was assessed by Test of Early Math Ability-III.This study tested the reliability and validity of the adapted Preschool Assessment of the Language of Mathematics,explored the relationship between vocabulary,mathematical language and mathematical ability,and explored the different effects of vocabulary and mathematical language on mathematical ability.The conclusion is as follows:(1)The adapted Preschool Assessment of the Language of Mathematics has reliable reliability and good validity,and can be used as a tool for assessing the mathematical language ability of children aged4-6.(2)There are significant age differences in the development of receptive vocabulary,expressive vocabulary and mathematical language of 4-6-year-old children.The performance of 5-6-year-old children is better than that of 4-5-year-old children,but there is no significant gender difference.There is no significant age difference and gender difference in the development of mathematical ability of 4-6-year-old children.(3)4-5-year-old children's receptive vocabulary,expressive vocabulary and mathematical language have significant positive correlation with mathematical ability.After controlling age,gender,parents' education background and rapid naming,There is a significant positive correlation between mathematical language and mathematical ability,Receptive vocabulary and expressive vocabulary have no significant correlation with mathematical ability.5-6-year-old children's expressive vocabulary and mathematical ability have significant correlation.There is a significant positive correlation between mathematical ability and mathematical language.After controlling age,gender,parents' education and rapid naming,there is a significant positive correlation between mathematical language and mathematical ability,andthere is no significant correlation between receptive vocabulary and expressive vocabulary and mathematical ability.(4)The mathematical language of 4-5-year-old children at the beginning of the middle class can predict the development of mathematical ability at the end of the semester,while the receptive vocabulary and expressive vocabulary can not predict the development of mathematical ability,The mathematical language of 5-6-year-old children at the beginning of the middle class can predict the development of mathematical ability at the end of the semester,while the receptive vocabulary and expressive vocabulary can not predict the development of mathematical ability at the end of the semester.Based on the findings,The following suggestions are put forward in the study.Teachers should take note of the relationship between mathematics and language,pay attention to the value of language in mathematics learning,provide a good language environment,help children to accumulate daily vocabulary and mathematical vocabulary and guide children to use mathematical language to express and communicate in one day's life.