DIFFERENTIATING & OPPOSING JUDGING STANDPOINTS WITH ONE ANOTHER IN QUANTITY JUDGEMENT OF ELEMENTARY SCHOOL CHILDREN

Abstract

This research aims at examining the hypothesis that early school age children (usually before 9 years old) can t differentiate & oppose judging standpoints with one another in quantity judgement.
Three kinds of tasks were given to first, third and fifth graders. They were requested to make quantity judgement to materials with plural standpoints to answer. But, they didn t get any specification on judging standpoint. Each task was composed of five trials of similar construction. In the clay task the differentiation of number and volume was the subject. For example, three small and two large clay balls were presented. In the wood task the differentiation of thickness, volume, and length was the subject. A thick but short piece of wood, a long but thin piece, and a piece of middle length and thickness but of maximum volume were presented. In the picture task the differentiation of the number of individuals and units was the subject. A picture, for example, of four pots with two flowers in each was presented.
As was expected, many questions were asked all considered on the judging standpoint, like “which do you mean, the number or the volume?”. The analysis of questions suggested that children asking such questions could differentiate the different dimensions as judging standpoints, and oppose them mentally.
Almost none of the first graders made such questions in either task. They showed a tendency to make quick judgement on a certain standpoint without wavering. They also explained the reason of heir answer without any slightest embarrassment, tand didn t express their own judging standpoint in words.
Third and fifth graders showed a different tendency according to the task. In the clay and wood tasks a few children asked questions while some others made judgements with long response wavering from one judging standpoint to another. In the picture task the agitation of their standpoint may easily develop into differentiating even opposing their judging standpoints. On account of this, in the picture task most children (the fifth graders) asked questions while others kept making judement on a particular judging standpoint with short response time.
The results described above made possible the presentation of a hypothesis that in the school age the ability of differentiating & opposing judging standpoints with each other develops gradually.