ACQUIRING MATHEMATICAL ELEMENTS BY JUNIORS: A PREMISE FOR A BETTER INTEGRATION IN THE 1ST GRADE PUBLISHEDMaria Palicica, Codruţa Gavrilă, Sofia Morar Pintilie
In this paper we analyse, on the ground of a research on an experimental group of 30 children aged 6-7 and enrolled in Preparatory groups A, B, and C of the Kindergarten No. 23 in Timişoara (România) the cognitive mathematical behaviour shaped while attending kindergarten, as a premise for future assimilation. In order to study the level of development of the children’s mathematical abilities and skills – counting, making up multitudes, additioning and subtracting, and identifying geometrical shapes – we applied six written tests, recording the score for each child and assessing each child’s activity. Analysing test results, we could see that some of the tested children that encountered difficulties made mistakes because of lack of attention, while the other ones need supplementary work from the teacher, the choice of the most efficient methods to make understanding easy and to make children properly learn the mathematical elements necessary in the 1 st grade.
cognitive mathematical behaviour; abilities and skills; mathematics