Dynamic Assessment-based Action Research On Material Delivery Strategies Of Numerical Concept In Mathematics Area For Senior Class

The development of young children’s numerical concept skills is closely related to the development of children’s early abstract thinking and reasoning skills.An open and autonomous math area can provide a suitable environment and material for children’s development of numerical concept,and children can better understand and internalize abstract numerical concept when they play with these material in math area.However,how to effectively put numerical concept material has become a real dilemma in practice.Therefore,this research attempts to combine the material delivery of numerical concept in math area with dynamic assessment.Exploring the strategies of putting numerical concept material in math area based on dynamic assessment in order to improve the development of numerical concept of senior kindergarteners.This study was action research oriented,and two classes were selected as the experimental and control groups in the senior class of kindergarten D in Chengdu.Two classes were selected as the experimental group and the control group respectively in kindergarten D in Chengdu City,and the educational interventions were conducted in the experimental group classes by applying the numerical concept material placement strategies based on dynamic assessment,going through three rounds of action research from initially focusing only on the numerical concept material within the math area itself to considering teacher support within the math area,and then to focusing on other area material outside the math area or even other links of material placement and teacher support.Subsequently,the researcher analyzed the pre-and post-test data on the developmental level of numerical concept of the young children in the experimental group and control group.The impact of dynamic assessment-based numerical concept material delivery strategies on young children’s numerical concept development is explored in depth.And summarized the dynamic assessment-based material delivery strategies of numerical concept in mathematics area for senior class.The results of the research showed that a dynamic assessment-based strategies for placing numerical concept material in the math area promoted the developmental level of numerical concept in the experimental group.After three rounds of action research,the researcher explored the strategies of dynamic assessment and material delivery in the math area of the senior class.The main strategies for applying dynamic assessment in the math area for senior class are the following: combining measurement and mediated interventions and focusing on the diagnostic and corrective functions of dynamic assessment in the math area.Combining outcome and process orientations for longitudinal comparisons based on the developmental trajectory of young children’s mathematics learning.Assessment is combined with dynamic interaction,with emphasis on evaluation and development in the context of multi-subject interactive feedback.Strategies for putting materials in the math area for young children in senior class include: adjusting numerical concept material in multiple ways according to the developmental level of children’s numerical concept to stimulate their initiative of inquiry.Provide individualized instruction based on scientifically validated teacher observation of multiple media to enhance cooperation among young children.By interconnecting different areas and links,children’s experiences with numerical concept are transferred and their mathematical representations enriched.Based on the findings of the study,the researcher discussed the relationship between dynamic assessment and the material delivery of numerical concept in math area,and analyzed the strategies for the infiltration of core numerical concept experience in and out of the math area,and then made these educational recommendations: teachers should make full use of environmental material and timely feedback through the use of mathematical language and multiple representations;teachers should go deeper into the theoretical study of numerical concept and follow the developmental rules of early childhood learning for targeted instruction;teachers and parents should develop a correct view of education and encourage the infiltration of numerical concept education in daily life;they should also clarify the function and value of assessment and focus on the process and results of young children’s number concept development.