Children's Early Numeracy in Finland and Iran

Autor/inn/en	Aunio, Pirjo; Korhonen, Johan; Bashash, Laaya; Khoshbakht, Fariba
Titel	Children's Early Numeracy in Finland and Iran
Quelle	In: International Journal of Early Years Education, 22 (2014) 4, S.423-440 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.988208
Schlagwörter	Foreign Countries; Numeracy; Children; Investigations; Gender Differences; Age Differences; Nationalism; Early Childhood Education; Skill Analysis; Scores; Mathematics Achievement; Comparative Analysis; Comparative Testing; Comparative Education; Number Concepts; Mathematics Tests; Factor Analysis; Goodness of Fit; Alternative Assessment; Performance Based Assessment; Knowledge Level; Achievement Rating; Academic Achievement; Finland; Iran + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Child; Kind; Kinder; Untersuchung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Nationalismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vergleichende Erziehungswissenschaft; Number concept; Zahlbegriff; Faktorenanalyse; Leistungsermittlung; Wissensbasis; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Schulleistung; Finnland
Abstract	This research investigates similarities and differences in young children's early numeracy skills related to age, nationality and gender. The participants were five- to seven-year-old children from Finland and Iran. Early numeracy was investigated by using tasks measuring number-related relational skills (e.g. comparison, one-to-one correspondence) and counting skills (e.g. enumeration, number-word sequence skills). A hybrid multigroup, multiple-indicator-multiple-cause (MIMIC) approach to factorial invariance and latent mean differences between groups was used. The results showed that Finnish children had better scores in relational and counting tasks than did children in Iran. There was a gender difference in relational skills favouring girls in both countries. Younger children had weaker early numeracy skills than the older children in both countries. Comparing age groups in both countries shows a bigger difference in counting skills between young Iranian and Finnish children than between older children in both countries. The results are discussed in the context of early mathematics learning and gender equity in schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10