Enhancing preschool children's number knowledge: the suitability of an intervention programme for Saudi practice

Abstract

This study aimed to present part of a mathematics programme for preschool age, to examine its efficiency in improving children's mathematical abilities in the area of number, and to investigate its suitability for Saudi practice. Pre- and post-tests, using TEMA-2 for one experimental and two control groups were conducted and quantitatively analysed. Teachers' reflection on their practice was sought through reflection forms and every two weeks discussion, which were qualitatively analysed to spot any practical and cultural considerations. Findings revealed that children's number knowledge in the experimental group has significantly improved compared with those of control groups. Teachers' practices have developed through three phases, representing different levels of experience and confidence. The study emphasised the allowing of flexible practices according to learners' needs, and providing professional support with newly implemented mathematics programmes. Some modifications for culturally related tools such as stories and songs were required. However, further investigation is needed to study these cultural issues.

Keywords:

• early numeracy
• early mathematics
• Big Math for Little Kids
• BMLK
• early number knowledge
• teachers and instruction
• teachers' practices

Acknowledgements

This project was funded by the Deanship of Scientific Research (DSR), King Abdulaziz University, Jeddah, under grant no. 93/253/1432. The author, therefore, acknowledges with thanks DSR technical and financial support.

Notes on contributor

Sama F. Khomais is assistant professor at Childhood Studies Department, King Abdulaziz University (KAU) in Jeddah. She teaches several courses for undergraduate and postgraduate students, which include theories, curriculum, pedagogies, and students’ training. She is also a member of the academic committee of the childhood centre in the university, supervising programme implementation and teaching practices. Her PhD thesis was about children's early understanding of number in home and preschool contexts in Saudi Arabia. Her research interests include mathematical content and pedagogies for preschool children, implications of historical–cultural theory in practice, and effective learning environments.