How to Improve the Learning of Mathematical Shapes in Preschool Kids - Assignment Example

Examining the effects of exposing preschool kid to multiple mathematical shapes simultaneously on the child’s learning abilities Name Instructor’s name Name of institution Subject Abstract The following presentation seeks to further enhance learning of mathematical among preschoolers by addressing challenges. The study will attempt to examine the effects of exposing children to multiple mathematical shapes simultaneously on the child’s retention ability. Sample subjects will be exposed to an experiment (learning processes involving mathematical shapes) before being asked to take memory recognition tests (identifying and naming mathematical shapes). A greater disparity in scores between target groups will be regarded as proof supporting the assumed hypothesis. Statement of the problem Does the exposure of preschoolers to multiple mathematical shapes simultaneously affect the child’s ability to identify shapes? Hypothesis Exposing preschoolers to multiple mathematical shapes slows the child’s ability to remember and identify shapes. Null hypothesis Exposing preschoolers to multiple mathematical shapes has no effect on the child’s ability to remember and identify shapes. Introduction Teaching and learning mathematical concepts to preschoolers has always been challenging and since it is a continuous process it requires concerted efforts from all stakeholders in this field. There are endless challenges in teaching to the extent of creating misconceptions, for instance according [Bel99] in [Bel99] one major challenge to teaching mathematical concepts to preschoolers emanates from misplaced priorities. In any case this researcher argues that nations have ignored the need to expose young children to mathematical concepts by emphasizing on other developmental aspects such as social and emotional wellbeing of children. In addition, [Lee07] in [Lee07] argues that instructors’ in preschool seem not accept that they should embrace the fact that mathematics is essential at this level. Similarly, [Ekl81] in [Ekl81] asserts that teaching mathematics to preschoolers was not only discouraged but it was perceived to be harmful to the healthy development of children. Furthermore, [Gin] in his later editions attempt to identify more challenges facing the teaching of mathematics to preschoolers. According to the author the challenges are misconceptions without any foundation and he refers to them as myths which should be demystified. In any case it is obvious that young children were perceived as delicate and could not manage with mathematics however modern studies reveal something different[Vyg78] in [Vyg78]. This author is of the view that children are capable of achieving great heights in mathematics at the tender age without negative results. In any case Vygotsky in his research on preschoolers learning abilities strongly believes in children’s abilities. The fact that children can identify different shapes such as multisided geometric figures also support teaching and learning of mathematics [Bel99]. Having examined some of the misconceptions and cited sources discounting the same, the next step involves enhancing the learning process by simplifying the learning processes through a practical experiment to prove that indeed children have the ability to lean mathematics if they are properly guided. On a different note researchers have revealed that children acquire language by imitation and that children learn to recognize sounds in the language system. However, exposing a child to several languages simultaneously could be challenging to the child’s language acquisition process at the initial stage. Research states that even though the challenge is evident, children eventually overcome the obstacle and even perform much better [Ash03] [Chr05]. With this revelation there enough evidence to prove that children exposed to two or more languages simultaneously might take a longer time before they can talk fluently. The same case would apply to children in learning institutions if they are exposed to multiple concepts simultaneously. It is important to admit that the literature captured here may not manage to capture everything in any case more has done on the same field and might not be included in this research paper. However, the findings clearly show the need for more research into demystifying mathematics enhancing teaching and learning mathematics in preschoolers. Method Stimuli All shapes and model are specially designed and colored in order to attract the child’s attention arousing curiosity. To further enhance learning, models are to be presented on a wide screen that is well illuminated to bring out the necessary features in the shapes. However, during the test all shapes will be viewed together therefore the subject should have no problem recalling as many figures as possible. It is projected that after the three week training and exposure to different mathematical shapes the subject should display different results such that the group exposed to multiple shapes simultaneously might not exhibit the desired results. The experiment will be a success if one of the Groups manages to obtain an average mark 70% and above. Results bellow this mark will not be reliable and the experiment would have to be modified further until the target results are arrived at. Design The design will involve six shapes (triangles, rectangles, circles among other mathematical shapes) in addition to common shapes within a child’s environment that are encountered on daily basis and songs to make lessons exciting for the child. Models of the shapes mentioned above will also be used to facilitate learning. This design is meant for three weeks to be executed in two faces as follows; the first phase will take one week in which the entire group will be allowed to interact alongside singing songs designed to help the pronounce names. However, at this time the instructor will not identify specific models by name. After the first phase, subjects will be divided into two groups in which different approaches will be used to facilitate learning of names. Subjects in one group will be exposed to one mathematical shape and its name displayed at a time and repeated through out the day’s learning session before embarking on a different shape the following day while the other will view two to three shapes during the session. At the end of week three each child will take a test individually with the results being recorded. Subjects The target group will comprise a hundred preschoolers (N=100) in learning institutions the periphery of the university. Procedure Before the test all shapes encountered during the period will be displayed together without paying attention to former learning combinations and sequences. The subjects (N) will divided into two N1 and N2, each child will individually take the test to identify each shape pointed at by the supervisor. Both groups will be subjected to the same supervisor and exposed to the same. During the test the child will be given amble time to respond before recording the results. Results The hypothesis stated that children exposed to multiple mathematical shapes simultaneously are more likely to experience challenges while identifying mathematical shapes. The experiment will collect ratio data in the sense that numerical values obtained will have meaning. Results from this experiment will comprise average performance in each group m1 and m2 (the mean of group and two respectively); in addition, the variance in each group will also be obtained. The group being exposed to one object at a time will also serve as control group thus serving as the independent group therefore the other becomes the dependent one. The statistical test to be employed in the measurement of results is t-test and the mean of both groups will be compared to determine possible disparity between the two groups. In this study both groups will be expected to identify different shapes encountered in the learning process. Discussion The results will be analyzed using statistical package for the social sciences SPSS by evaluating the difference between the mean of two groups as follows; if the mean from group one ∑N1/N1 equivalent to m1 turns out to be greater than that of group two ∑N2/N2 equivalent to m2 then the results would support the hypothesis that simultaneous exposure of preschoolers to different shapes has a negative impact on a child’s retention (m1 > m2 ). The average score would be obtained by adding the scores of individual groups and dividing the same with the total number of learner in the category ∑Nn/Nn. On the other hand, if the second groups’ m1 < m2, average mark surpasses that of the first group then the reverse is true therefore, the result will not support the hypothesis. Indeed such results would allow instructors to expose children to as many mathematical shapes as possible since this would turn out to be the best mode of instruction. However, if both groups tie m1=m2 or have extremely small disparities the result would support the null hypothesis stating that there is no correlation between the number of shapes a child is exposed to and his retention. The disparity between the two categories of results should be substantial and in any case a higher disparity will be extremely useful in the event of establishing the best method to teach mathematical concepts. Other possible outcomes even though rare include extremely low average mark or no mark at all. This outcome could be associated to the fact that though children appreciate different shapes and model they however not create the link between the names, model and shapes. As a matter of fact such results would indicate that no learning took place which is not the true picture because if the duration for both groups were to be extended the learner should be able to exhibit the required result. As specified in the stimuli section in the above effective learning will be achieved if one of the groups preferably the first average mean above 70%. This percentage has been selected based on the assumption that at this age children are not expected to perform at the peak 100%. The strengths in this experiment stand out because three week duration is short allowing for multiple experiments. In addition, the duration would allow the instructor to reverse any undesirable outcome resulting from child experiment encounter. The experiment is expected to encounter various challenges that would probably interfere with result’s accuracy. For instance, a major challenge expected would be the willingness of parents and guardians to allow the research group to use their children for experimental purpose. In any case, parent might want an explanation into the possible outcomes and measures to be adopted to reverse any negative effect on their children. In addition, pre-emptying the experiment might also interfere and pose a major challenge because guardians would want their kids to be placed in the presumed desirable group N1. If this happens it would render the process extremely difficult to execute and consequently results from the same process would not be adequate to draw reliable conclusions. The success of the experiment depends on time availability alongside trained instructors as well as material resources. Therefore, failure in any areas mentioned above would mean a failed experiment. To make the findings more reliable, many experiments will be conducted and target groups N1 and N2 selected randomly from different regions to ensure equitable distribution before generalizing that the sample could represent the entire population. However, our projected result supporting the hypothesis draws from the fact that learning multiple languages could slow down children’s ability to talk. It is from these findings and other literature captured in the literature review largely based on misconceptions in the teaching and learning on mathematics to preschoolers that this experiment finds it necessary to expound on the subject. Therefore, these results would come in handy to help improve the teaching and learning of mathematical shapes to preschooler and discount the myth that children at this level handle the subject. References Bel99: , (Belfanz), Bel99: , (Why do we teach children so little mathematics, 1999), Lee07: , (Lee), Lee07: , (Preschooler's teachers beliefs about appropriate early literacy and mathematics education ), Ekl81: , (Ekland), Ekl81: , (The Hurried child , 1981), Gin: , (Ginsburg), Vyg78: , (Vygotsky), Vyg78: , (Mind in society: The development of higher processes, 1978), Bel99: , (Belfanz, 1999), Ash03: , (Asher, 2003), Chr05: , (Christopher, 2005), Read More