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postgraduate thesis: Enhancing children’s number sense through shared book reading
Title | Enhancing children’s number sense through shared book reading |
---|---|
Authors | |
Issue Date | 2020 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Chan, Y. H. V. [陳若恒]. (2020). Enhancing children’s number sense through shared book reading. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | Number sense is a cornerstone for preschoolers to achieve academic achievement in
Mathematics. Number sense is defined as counting, number knowledge and early arithmetic
concepts in the present study. Shared book reading is a popular choice among educators and
parents to stimulate preschoolers’ mathematical concepts and skills. The present study aimed
to examine the effectiveness of shared book reading intervention in children’s number sense,
including counting, number knowledge and early arithmetic concepts. Seventy Cantonese-speaking
children (mean age= 4.05) were recruited from three preschools. They were assigned
to either the experimental group (who participated in a series of number sense-based shared
book reading sessions with a focus on early arithmetic concepts) or control group (who also
participated in the regular shared book reading sessions but without touching on any arithmetic
concepts). One-way Analysis of Covariance (ANCOVA) showed that the experimental group
significantly outperformed the control group in the early arithmetic concepts tasks after the
intervention. Further analyses suggested that only the experimental group, but not the control
group, showed a significant improvement in their early arithmetic concepts after receiving the
intervention. Educators and parents are advised to help children acquire early arithmetic
concepts through shared book reading.
|
Degree | Master of Social Sciences |
Subject | Mathematics ǂx Study and teaching (Preschool) Reading (Preschool) |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/310823 |
DC Field | Value | Language |
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dc.contributor.author | Chan, Yeuk Hang Vienna | - |
dc.contributor.author | 陳若恒 | - |
dc.date.accessioned | 2022-02-22T15:41:49Z | - |
dc.date.available | 2022-02-22T15:41:49Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Chan, Y. H. V. [陳若恒]. (2020). Enhancing children’s number sense through shared book reading. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/310823 | - |
dc.description.abstract | Number sense is a cornerstone for preschoolers to achieve academic achievement in Mathematics. Number sense is defined as counting, number knowledge and early arithmetic concepts in the present study. Shared book reading is a popular choice among educators and parents to stimulate preschoolers’ mathematical concepts and skills. The present study aimed to examine the effectiveness of shared book reading intervention in children’s number sense, including counting, number knowledge and early arithmetic concepts. Seventy Cantonese-speaking children (mean age= 4.05) were recruited from three preschools. They were assigned to either the experimental group (who participated in a series of number sense-based shared book reading sessions with a focus on early arithmetic concepts) or control group (who also participated in the regular shared book reading sessions but without touching on any arithmetic concepts). One-way Analysis of Covariance (ANCOVA) showed that the experimental group significantly outperformed the control group in the early arithmetic concepts tasks after the intervention. Further analyses suggested that only the experimental group, but not the control group, showed a significant improvement in their early arithmetic concepts after receiving the intervention. Educators and parents are advised to help children acquire early arithmetic concepts through shared book reading. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Mathematics ǂx Study and teaching (Preschool) | - |
dc.subject.lcsh | Reading (Preschool) | - |
dc.title | Enhancing children’s number sense through shared book reading | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.date.hkucongregation | 2020 | - |
dc.identifier.mmsid | 991044474350003414 | - |