Prerequisites for the formation of the concept of number in the senior preschool age

concept of number, senior preschool age, quantity, measurement, Cultural-Historical Activity Theory (CHAT)

All over the world, there is a tendency for a child to study mathematics more and more early. But in all studies of this issue, the mathematical development of a preschooler is understood as the assimilation of the order and numbering of numbers and operations with them. The research conducted in line with the CHAT shows the fundamental possibility of forming a different, more reasonable idea of the number - as a result of measuring quantities, which raises the question of the prerequisites and conditions for its development in the older preschool age. The purpose of our study was to study the conditions and means of forming an idea of the number as a result of measuring quantities in the senior preschool age, taking into account the specifics of this age. We created four programs aimed at the formation of basic mathematical concept of quality (20 classes, 20 minutes each). They were similar representation-wise and in the actions performed by children, but differed by the type of applied means (visual example in two cases, model, and symbol). A diagnostic toolkit also was developed, aimed at the assessment of the quality and strength of development of the concept of quantity. Approbation was performed on a sample of 60 6-7 year old preschoolers (mean age 6.4). The main outcome resides in the fact that the type of resources used in the training for the acquisition of certain concepts doesn’t play any major role, if the process is organized in age-appropriate fashion. Mathematical skills of participants improved under all four programs using all types of resources. This study revealed that the type of means used in the training programs wasn’t related to the improvement of mathematical skills. The type of actions organized for the participants appeared to play a more significant role.

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