| dc.description.abstract | This study examines possible relations between age or gender and early mathematical skills, in particular the mathematical skills known as counting knowledge and Piagetian conditions. During preschool children gain a wider knowledge and understanding of numbers. Although there is no consensus about the meaning of number concept, most agree that it has to do with determining quantities, the discern of patterns, counting and the execution of simple transformations. According to Piaget, traditional principles stand at the base of the development of mathematical skills. The principles are features of logical thinking: 1. Conservation, 2. Classification, 3. Correspondence and 4. Arrangement. Earlier research shows age as a strong predictor for number concept at the end of kindergarten. A difference between mathematical skills between boys and girls remains a subject of discussion. Some studies show no differences, others show a slight lead in mathematical results for boys. The method of measurement in this study was the Utrechtse GetalbegripToets Revised (UGT-R). Data for this study were collected in march and april of 2017. A total of 51 children participated (n=51), of those 23 were female and 28 were male. Each child was tested individually. Results show that there is a significant difference between grade 1 and grade 3. No such difference was found between genders. To determine if age is a predictor for the results on mathematical tests a Spearman’s rho was conducted. It shows there is indeed a strong, positive and significant relation between age and mathematical results. | |
