Exploring how to learn the number-word sequence in prekindergarten

Authors

  • Mouna El Bagari El Fraoui Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada , Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada
  • Nora Mohamed Mehdi Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada , Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada
  • Yasmina Lachiri Debdi Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada , Facultad de Educación, Economía y Tecnología de Ceuta. Universidad de Granada

DOI:

https://doi.org/10.24197/edmain.1.2019.44-57

Keywords:

Numbers in prekindergarten, Number-word sequence, Fuson and Hall levels, Video recordings, Cross-sectional study

Abstract

This paper shows a cross-sectional study concerning the number-word sequence. The sample was composed of 15 prekindergarten students (between 3 and 6 years old) from two schools in Ceuta (Spain). They played a game with the purpose of observing their skills regarding the levels of Fuson and Hall. Analyses of video recordings exposed that just 13 per cent of the kids fulfilled such levels. These results emphasize the difficulty of establishing development patterns to describe kids’ learning of the number-word sequence.

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Published

2021-12-31

Issue

Vol. 8 No. 1 (2019)

Section

End of degree / master projects in Early Childhood Mathematics Education

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

Exploring how to learn the number-word sequence in prekindergarten. (2021). Edma 0-6: Educación Matemática En La Infancia, 8(1), 44-57. https://doi.org/10.24197/edmain.1.2019.44-57