Scholarlink

<p>Grounded in the five counting principles, this study designs and evaluates a sequence of experiential activities to support foundational numeracy and early number concepts in young children. The activities guide children to recognize numerical invariance through concrete operations, connect familiar quantities with the Arabic numerals 1–9, and understand the absence of objects as the symbolic number “0”. Counting-stick activities are then used to develop one-to-one correspondence, the cardinal principle, place-value understanding, and initial carrying in the base-ten system. Further tasks introduce congruence problems, multiplication-table patterns, measurement, fractions, and continued fractions through structured hands-on exploration. The instructional design was reviewed by experts and examined in a pilot evaluation involving 50 first-grade students assigned to an experimental group or a control group. Quantitative comparisons and classroom evidence indicated that students receiving the activity-based intervention showed stronger performance in counting principles, place value, multiplication patterns, fraction reasoning, and exploratory use of number concepts. The study suggests that activity-based instructional strategies can provide a concrete-to-abstract pathway for supporting early numerical cognition and mathematical reasoning. Limitations include the small single-school sample and short intervention period, indicating the need for larger, longitudinal, and cross-cultural studies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Designing activity-based strategies for developing numeracy in early primary education

  • 期刊论文

  • 发表日期：

    2026年7月24日

查看全文
  • Qiuxia Yang,
  • Xingchao Gao,
  • Xueliang Cao,
  • Jie Li

摘要

Grounded in the five counting principles, this study designs and evaluates a sequence of experiential activities to support foundational numeracy and early number concepts in young children. The activities guide children to recognize numerical invariance through concrete operations, connect familiar quantities with the Arabic numerals 1–9, and understand the absence of objects as the symbolic number “0”. Counting-stick activities are then used to develop one-to-one correspondence, the cardinal principle, place-value understanding, and initial carrying in the base-ten system. Further tasks introduce congruence problems, multiplication-table patterns, measurement, fractions, and continued fractions through structured hands-on exploration. The instructional design was reviewed by experts and examined in a pilot evaluation involving 50 first-grade students assigned to an experimental group or a control group. Quantitative comparisons and classroom evidence indicated that students receiving the activity-based intervention showed stronger performance in counting principles, place value, multiplication patterns, fraction reasoning, and exploratory use of number concepts. The study suggests that activity-based instructional strategies can provide a concrete-to-abstract pathway for supporting early numerical cognition and mathematical reasoning. Limitations include the small single-school sample and short intervention period, indicating the need for larger, longitudinal, and cross-cultural studies.