A Comparative Study On The Development Of Number Concept Of Urban And Rural Large Class Children

The concept of early childhood mathematics is the fundamental content and central conceptual structure of early childhood mathematics education.Research has shown that the concept of early childhood numbers not only plays an important role in preschool children,but also indicates their mathematical performance when entering primary school.The main purpose of this study is to understand the development of the concept of the number of urban and rural large class children,analyze the differences in the development of the concept of the number of urban and rural large class children,and explore the factors that contribute to the differences in the concept of the number of urban and rural children.Based on the analysis results,targeted educational suggestions are proposed for urban and rural preschool teachers and parents.This study mainly adopts a combination of quantitative and qualitative research methods to investigate and study 140 large class preschool children and their families in G city,and randomly selects some large class preschool teachers for interviews.The research tools mainly include: firstly,using the "Urban and Rural Large Class Preschool Number Concept Development Measurement Table" to measure the development of the number concept of urban and rural large class preschoolers,in order to understand the overall situation of the development of the number concept of urban and rural large class preschoolers.This scale contains seven dimensions of the concept of numbers,and through data analysis,it can provide a clear understanding of the development of the seven dimensions of urban and rural large class children;Secondly,use the "Questionnaire on the Status of Family Mathematics Education for Urban and Rural Large Class Preschoolers" to understand the basic situation of the family and the penetration of mathematics education for young children in the family;Thirdly,use the "Outline of Interviews on Kindergarten Teacher Mathematics Concept Education" and the "Observation Table of Mathematics Education Status of Large Class Preschool Teachers" to understand the teachers’ grasp of preschool mathematics education.The above tools are all modified and adjusted based on previous research results,making the scale more suitable for the research subjects in G city.The research results indicate that: firstly,the overall development level of the concept of the number of young children in urban and rural large classes is relatively low;Secondly,there is a significant difference in the overall development of the concept of the number of children in urban and rural large classes.The development of the concept of the number of children in urban large classes is significantly better than that in rural large classes;Thirdly,among the seven dimensions of the concept of numbers in young children,there are significant differences between urban and rural large class children in the five dimensions of cardinal number,adjacent number,ordinal number,composition of numbers,and operation of preliminary numbers,and the development of urban large class children is significantly better than that of rural large class children.In the dimensions of conservation of numbers and representation and understanding of written number symbols,there is no significant difference between urban and rural large class children,and their development levels are almost equal.Based on the research results,the researchers started from both kindergarten teachers and families to identify the factors that contribute to the differences in the development of the concept of the number of young children in urban and rural large classes.In terms of kindergarten teachers,qualitative analysis is mainly used for research,and it is found that the creation of teachers’ mathematical environment,the development of mathematical activities,and teachers’ mathematical professional literacy have a certain impact on the development of children’s mathematical concepts.In terms of family,quantitative analysis was mainly used for research,and it was found that the educational background of parents,family economic conditions,and the penetration of family mathematics education have an impact on the development of children’s concept of numbers.Finally,the following suggestions are proposed to improve the development of the concept of the number of young children in urban and rural large classes: firstly,update the environmental creation in the field of mathematics in rural kindergartens,and play the role of environmental education;Secondly,strengthen theoretical knowledge learning and promote the professional literacy of urban and rural preschool teachers;Thirdly,transform the educational concepts of rural early childhood parents and actively build a collaborative home for education;Fourthly,utilizing the infiltration of family mathematics education to enhance the development of the concept of the number of urban and rural children.