AN EXPERIMENTAL EDUCATION OF NUMBER CONSERVATION

YASUKO ITO; GIYOO HATANO

doi:10.4992/psycholres1954.5.161

YASUKO ITO, GIYOO HATANO

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JOURNAL FREE ACCESS

1963 Volume 5 Issue 4 Pages 161-170

DOI https://doi.org/10.4992/psycholres1954.5.161

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Published: 1963 Received: December 06, 1963 Available on J-STAGE: February 24, 2009 Accepted: - Advance online publication: - Revised: -
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Date of correction: February 24, 2009 Reason for correction: - Correction: ABSTRACT Details: Wrong : Number Ability Test, consisted of 6 items, was administered to 174 4- and 5-year-old children. The results showed the items were scalable (Green's I=.62), the most difficult being the item of conservation. 27 5-year-old children, who answered correctly except number conservation (NC), were selected as Ss and were divided into 3 groups. The following programs for an experimental education were applied one for each group: Repeated confirmation of invariance of a set by counting: Inference based on the change of the quantity by addition or subtraction: Inference based on the comprehension of number relations. The proportion of correct respondents to NC Test items markedly increased. The first program seemed the most effective.
Right : Number Ability Test, consisted of 6 items, was administered to 174 4- and 5-year-old children. The results showed the items were scalable (Green's I=.62), the most difficult being the item of conservation. 27 5-year-old children, who answered correctly except number conservation (NC), were selected as Ss and were divided into 3 groups. The following programs for an experimental education were applied one for each group: Repeated confirmation of invariance of a set by counting: Inference based on the change of the quantity by addition or subtraction: Inference based on the comprehension of number relations. The proportion of correct respondents to NC Test items markedly increased. The first program seemed the most effective.

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stud., 1958, 17, 34-39; 18, 28-46.
FUJINAGA, T., SAIGA, H., & HOSOYA, J. The developmental study of the number concept by the method of experimental education: II. Jap. J. educ. Psychol., 1963, 11, 18-26. (In Japanese with English summary.)
GREEN, B. F. A method of scalogram analysis using summary statistics. Psychometrika, 1956, 21, 79-88.
ITO, Y. An experimental study of children's conception of number-Concept of equivalence of sets and Conservation-. Jap. J. educ. Psychol., 1963, 11, 140-151. (In Japanese with English summary.)
PIAGET, J. Problèmes de la construction du nombre. In GRECO, P. et al, Problèmes de la construction du nombre. Éduces d'épistémologie génétique, Vol. 11, Paris: Presses Univ. France, 1960.
WOHLWILL, J. F. A study of the development of the number concept by scalogram analysis. J. genet. Psychol., 1960, 97, 345-377.
WOHLWILL, J. F., & LOWE, R. C. Experimental analysis of the development of the conservation of number. Child Developm., 1962, 33, 153-167.
YAMAMOTO, R. et al. Development of children's number concept and its training: I. Monograph of the Japanese Institute of Child Study, 1964, 1. (In Japanese.)
YOKOCHI, K. Teaching mathematics to young children. Kokudo-sha, 1962. (In Japanese.)

Right : CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stied., 1958, 17, 34-39.
CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stied., 1958, 18, 28-46.
FUJINAGA, T., SAIGA, H., & HOSOYA, J. The developmental study of the number concept by the method of experimental education: II. Jap. J. educ. Psychol., 1963, 11, 18-26.(In Japanese with English summary.)
GREEN, B. F. A method of scalogram analysis using summary statistics. Psychometrika, 1956, 21, 79-88.
ITO, Y. An experimental study of children's conception of number-Concept of equivalence of sets and Conservation-. Jab. J. educ. Psychol., 1963, 11, 140-151.(In Japanese with English summary.)
PIACET, J. Problèmes de la construction du nombre. In GRECO, P. et al, Problèmes de la construction du nombre.Édudes d'épistemologie génétique, Vol.11, Paris: Presses Univ. France, 1960.
WOHLWILL, J. F. A study of the development of the number concept by scalogram analysis. J. genet, Psychol., 1960, 97, 345-377.
WOHLWILL, J. F, & Lowe, R. C. Experimental analysis of the development of the conservation of number. Child Developm., 1962, 33, 153-167.
YAMAMOTO, R. et al. Development of children's number concept and its training: I. Monograph of the Japanese Institute of Child Study, 1964, 1.(In Japanese.)
YOKOCHI, K. Teaching mathematics to young children. Kokudo-sha, 1962.(In Japanese.)

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stied., 1958, 17, 34-39.
CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stied., 1958, 18, 28-46.
FUJINAGA, T., SAIGA, H., & HOSOYA, J. The developmental study of the number concept by the method of experimental education: II. Jap. J. educ. Psychol., 1963, 11, 18-26.(In Japanese with English summary.)
GREEN, B. F. A method of scalogram analysis using summary statistics. Psychometrika, 1956, 21, 79-88.
ITO, Y. An experimental study of children's conception of number-Concept of equivalence of sets and Conservation-. Jab. J. educ. Psychol., 1963, 11, 140-151.(In Japanese with English summary.)
PIACET, J. Problèmes de la construction du nombre. In GRECO, P. et al, Problèmes de la construction du nombre.Édudes d'épistemologie génétique, Vol.11, Paris: Presses Univ. France, 1960.
WOHLWILL, J. F. A study of the development of the number concept by scalogram analysis. J. genet, Psychol., 1960, 97, 345-377.
WOHLWILL, J. F, & Lowe, R. C. Experimental analysis of the development of the conservation of number. Child Developm., 1962, 33, 153-167.
YAMAMOTO, R. et al. Development of children's number concept and its training: I. Monograph of the Japanese Institute of Child Study, 1964, 1.(In Japanese.)
YOKOCHI, K. Teaching mathematics to young children. Kokudo-sha, 1962.(In Japanese.)

Right : CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stud., 1958, 17, 34-39.
CHURCHILL, E. The number concepts of young child. Leeds Univ. Res. Stud., 1958, 18, 28-46.
FUJINAGA, T., SAIGA, H., & HOSOYA, J. The developmental study of the number concept by the method of experimental education: II. Jap. J. educ. Psychol., 1963, 11, 18-26.(In Japanese with English summary.)
GREEN, B. F. A method of scalogram analysis using summary statistics. Psychometrika, 1956, 21, 79-88.
ITO, Y. An experimental study of children's conception of number-Concept of equivalence of sets and Conservation-. Jap. J. educ. Psychol., 1963, 11, 140-151.(In Japanese with English summary.)
PIAGET, J. Problèmes de la construction du nombre. In GRECO, P. et al, Problèmes de la construction du nombre. Édudes d'épistémologie génétique, Vol.11, Paris: Presses Univ. France, 1960.
WOHLWILL, J. F. A study of the development of the number concept by scalogram analysis. J. genet, Psychol., 1960, 97, 345-377.
WOHLWILL, J. F, & LOWE, R. C. Experimental analysis of the development of the conservation of number. Child Developm., 1962, 33, 153-167.
YAMAMOTO, R. et al. Development of children's number concept and its training: I. Monograph of the Japanese Institute of Child Study, 1964, 1.(In Japanese.)
YOKOCHI, K. Teaching mathematics to young children. Kokudo-sha, 1962.(In Japanese.)

Abstract

Number Ability Test, consisted of 6 items, was administered to 174 4- and 5-year-old children. The results showed the items were scalable (Green's I=.62), the most difficult being the item of conservation. 27 5-year-old children, who answered correctly except number conservation (NC), were selected as Ss and were divided into 3 groups. The following programs for an experimental education were applied one for each group: Repeated confirmation of invariance of a set by counting: Inference based on the change of the quantity by addition or subtraction: Inference based on the comprehension of number relations. The proportion of correct respondents to NC Test items markedly increased. The first program seemed the most effective.

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