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{"_buckets": {"deposit": "2f930c23-001d-45c6-9c48-1009055dc87a"}, "_deposit": {"created_by": 57, "id": "5156", "owner": "57", "owners": [57], "owners_ext": {"displayname": "", "username": ""}, "pid": {"revision_id": 0, "type": "recid", "value": "5156"}, "status": "published"}, "_oai": {"id": "oai:meral.edu.mm:recid/5156", "sets": ["1595850089647", "user-yuoe"]}, "communities": ["yuoe"], "item_1583103067471": {"attribute_name": "Title", "attribute_value_mlt": [{"subitem_1551255647225": "An Investigation into Myanmar Preschoolers’ Number Sense and Problem Solving Ability", "subitem_1551255648112": "en"}]}, "item_1583103085720": {"attribute_name": "Description", "attribute_value_mlt": [{"interim": "The primary purpose of this study was to examine the preschoolers\u0027 number sense and\nproblem solving ability in terms of organization, gender, their teachers’ teaching\nexperience and age level. Then, whether or not schooling has an effect on preschoolers,\nnumber sense and problem solving ability was next of interest. Finally, to investigate\nwhether there would be direct relation between number sense and problem solving ability.\nBoth quantitative and qualitative approaches were used in this study. In the Phase I, 412\npreschoolers from 11 preschools and their respective teachers participated in this study. In\nthe Phase II, 142 preschoolers participated in this study. Among them, 27 were selected\nfrom Taikgyi Township (Yangon Region), 20 from North Dagon Township (Yangon\nRegion), 20 from Theinzaik (Mon State), 50 from Yekyi Township (Ayeyarwaddy\nRegion) and 25 preschoolers from Thanetpin Township (Bago Region).\nPreschoolers\u0027 Number Sense Test (PNST) and Preschoolers\u0027 Problem Solving\nTest (PPST) were used as the research instruments. Preschoolers\u0027 Number Sense Test\n(PNST) consists of 41 items and eight sub-scales such as rote counting, counting\nbackwards, number after, number before, number between, number identification,\nquantity discrimination and matching number/objects. The Preschoolers\u0027 Problem Solving\nTest (PPST) is composed of 20 items. It consists of four sub-scales such as addition,\nsubtraction, commutativity, and associativity. Alpha reliability for PNST and PPST\nrevealed at 0.856 and 0.876, respectively.\nIn this study, ANOVA results by department/organization indicated that\nsignificant differences were found to be on five sub-scales such as rote counting, counting\nbackwards, number after, number identification and matching sub-scales of preschoolers\u0027\nnumber sense test. Concerning preschool teachers\u0027 experience, the mean score of\npreschoolers whose teachers had less than 5 years teaching experience were found to be\nsignificantly lower than that of preschoolers whose teachers had 5 years and above\nteaching experience on the rote counting and counting backward sub-scales. However,\nthere existed no gender related difference concerning all sub-scales of preschoolers\u0027\nnumber sense test. Moreover, it was found that older preschoolers outperformed younger\npreschoolers on the entire number sense test.\nConcerning problem solving ability of preschoolers, the mean score of\npreschoolers who attend the preschools under Ministry of Education (MOE) was higher\nthan that of preschoolers who attend preschools under Department of Social Welfare\n(DSW) in the entire problem solving test. Gender related difference was not found to be\nsignificant different on preschoolers\u0027 problem solving ability. Concerning the age group,\nthe mean score of older preschoolers was found to be higher than that of younger\npreschoolers. According to the multiple regression analysis, number identification was the\nstrongest predictor for preschoolers\u0027 problem solving ability. On the other hand, rote\ncounting, number after, counting backwards, number before, and number between were\nalso the strong predictors for preschoolers\u0027 problem solving ability.\nThere was significant difference between preschoolers who attend preschool and\nwho do not attend preschool in both sub-scales. The preschoolers who attend preschool\ncan do better than those who do not attend preschool. This research revealed that\nschooling plays an important role on the development of preschoolers\u0027 number sense and\nproblem solving ability"}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "number sense, problem solving ability and preschooler"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-09-03"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "An Investigation into Myanmar Preschoolers (6th ICSMEDC).pdf", "filesize": [{"value": "559 Kb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 559000.0, "url": {"url": "https://meral.edu.mm/record/5156/files/An Investigation into Myanmar Preschoolers (6th ICSMEDC).pdf"}, "version_id": "4520658b-b577-4de3-aeed-6fbb1e123fbd"}]}, "item_1583103147082": {"attribute_name": "Conference papers", "attribute_value_mlt": [{"subitem_c_date": "2013-11-01", "subitem_conference_title": "International Conference on Mathematics and Mathematics Education in Developing Countries", "subitem_place": "Mandalay"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Nu Nu Nyunt"}, {"subitem_authors_fullname": "Thin Thin Hlaing"}, {"subitem_authors_fullname": "Phyo Su Khin"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Conference paper"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2013-11-01"}, "item_title": "An Investigation into Myanmar Preschoolers’ Number Sense and Problem Solving Ability", "item_type_id": "21", "owner": "57", "path": ["1595850089647"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005156", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-09-03"}, "publish_date": "2020-09-03", "publish_status": "0", "recid": "5156", "relation": {}, "relation_version_is_last": true, "title": ["An Investigation into Myanmar Preschoolers’ Number Sense and Problem Solving Ability"], "weko_shared_id": -1}
An Investigation into Myanmar Preschoolers’ Number Sense and Problem Solving Ability
http://hdl.handle.net/20.500.12678/0000005156
http://hdl.handle.net/20.500.12678/00000051564be58cf9-7c89-437a-83ec-538807354ff1
2f930c23-001d-45c6-9c48-1009055dc87a
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Conference paper | ||||||
Upload type | ||||||
Publication | ||||||
Title | ||||||
Title | An Investigation into Myanmar Preschoolers’ Number Sense and Problem Solving Ability | |||||
Language | en | |||||
Publication date | 2013-11-01 | |||||
Authors | ||||||
Nu Nu Nyunt | ||||||
Thin Thin Hlaing | ||||||
Phyo Su Khin | ||||||
Description | ||||||
The primary purpose of this study was to examine the preschoolers' number sense and problem solving ability in terms of organization, gender, their teachers’ teaching experience and age level. Then, whether or not schooling has an effect on preschoolers, number sense and problem solving ability was next of interest. Finally, to investigate whether there would be direct relation between number sense and problem solving ability. Both quantitative and qualitative approaches were used in this study. In the Phase I, 412 preschoolers from 11 preschools and their respective teachers participated in this study. In the Phase II, 142 preschoolers participated in this study. Among them, 27 were selected from Taikgyi Township (Yangon Region), 20 from North Dagon Township (Yangon Region), 20 from Theinzaik (Mon State), 50 from Yekyi Township (Ayeyarwaddy Region) and 25 preschoolers from Thanetpin Township (Bago Region). Preschoolers' Number Sense Test (PNST) and Preschoolers' Problem Solving Test (PPST) were used as the research instruments. Preschoolers' Number Sense Test (PNST) consists of 41 items and eight sub-scales such as rote counting, counting backwards, number after, number before, number between, number identification, quantity discrimination and matching number/objects. The Preschoolers' Problem Solving Test (PPST) is composed of 20 items. It consists of four sub-scales such as addition, subtraction, commutativity, and associativity. Alpha reliability for PNST and PPST revealed at 0.856 and 0.876, respectively. In this study, ANOVA results by department/organization indicated that significant differences were found to be on five sub-scales such as rote counting, counting backwards, number after, number identification and matching sub-scales of preschoolers' number sense test. Concerning preschool teachers' experience, the mean score of preschoolers whose teachers had less than 5 years teaching experience were found to be significantly lower than that of preschoolers whose teachers had 5 years and above teaching experience on the rote counting and counting backward sub-scales. However, there existed no gender related difference concerning all sub-scales of preschoolers' number sense test. Moreover, it was found that older preschoolers outperformed younger preschoolers on the entire number sense test. Concerning problem solving ability of preschoolers, the mean score of preschoolers who attend the preschools under Ministry of Education (MOE) was higher than that of preschoolers who attend preschools under Department of Social Welfare (DSW) in the entire problem solving test. Gender related difference was not found to be significant different on preschoolers' problem solving ability. Concerning the age group, the mean score of older preschoolers was found to be higher than that of younger preschoolers. According to the multiple regression analysis, number identification was the strongest predictor for preschoolers' problem solving ability. On the other hand, rote counting, number after, counting backwards, number before, and number between were also the strong predictors for preschoolers' problem solving ability. There was significant difference between preschoolers who attend preschool and who do not attend preschool in both sub-scales. The preschoolers who attend preschool can do better than those who do not attend preschool. This research revealed that schooling plays an important role on the development of preschoolers' number sense and problem solving ability |
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Keywords | ||||||
number sense, problem solving ability and preschooler | ||||||
Conference papers | ||||||
2013-11-01 | ||||||
International Conference on Mathematics and Mathematics Education in Developing Countries | ||||||
Mandalay |