Full Project – EFFECTS OF LEARNING MATH ON MENTAL REASONING SKILLS OF PRE-PRIMARY SCHOOL CHILDREN IN NUMERACY

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CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

The effects of learning math on the mental reasoning skills of pre-primary school children, particularly in numeracy, have been a subject of extensive research. According to Clements and Sarama (2007), early math skills are a strong predictor of later academic success. They argue that the development of mathematical skills in early childhood is crucial for cognitive development, including reasoning skills. Their research suggests that early math education can significantly improve children’s numeracy skills and overall cognitive development.

In a study by Duncan et al. (2007), it was found that early math skills have the highest predictive power for later learning, even more than early reading skills. This study suggests that early math education not only improves numeracy but also enhances general cognitive abilities, including reasoning skills. The researchers argue that the cognitive processes involved in learning math, such as problem-solving and logical thinking, can significantly improve children’s mental reasoning skills.

However, the quality of math education is also a crucial factor. In a study by Claessens and Engel (2013), it was found that high-quality math education in early childhood can significantly improve children’s numeracy and reasoning skills. The researchers argue that high-quality math education involves teaching methods that encourage active learning, problem-solving, and critical thinking.

The role of parents and home environment is also significant. According to Melhuish et al. (2008), a supportive home environment that encourages learning can significantly improve children’s math and reasoning skills. The researchers suggest that parents can support their children’s math learning by providing learning materials, engaging in learning activities, and encouraging a positive attitude towards learning.

However, there are also challenges in implementing effective math education in early childhood. According to Ginsburg et al. (2008), many pre-primary schools lack the resources and trained teachers needed for high-quality math education. The researchers argue that improving the quality of math education in pre-primary schools requires investment in teacher training and learning resources.

The research suggests that learning math can significantly improve the mental reasoning skills of pre-primary school children, particularly in numeracy. However, the quality of math education and the role of parents and home environment are also crucial factors. Further research is needed to explore effective strategies for improving math education in pre-primary schools.

1.2.  Statement of the Problem

The problem under investigation is the effects of learning math on the mental reasoning skills of pre-primary school children in numeracy. The early years of a child’s life are crucial for cognitive development, and the introduction of mathematical concepts at this stage can significantly influence their mental reasoning abilities. However, the specific effects and the extent to which early math learning impacts these skills remain unclear.

The second issue is the lack of comprehensive studies that focus on pre-primary school children. Most research in this area has been conducted on primary and secondary school students, leaving a gap in our understanding of how early math learning affects younger children’s mental reasoning skills. This lack of information makes it difficult for educators and policymakers to develop effective early math education strategies.

There is a need to understand the specific aspects of math learning that contribute to the development of mental reasoning skills. Is it the introduction of numbers, basic arithmetic, or problem-solving activities that have the most significant impact? Or is it a combination of all these elements? Without this knowledge, it is challenging to design math curriculums that effectively enhance these skills in pre-primary school children.

The other problem is the potential disparity in the effects of math learning on children from different backgrounds. Factors such as socio-economic status, parental education, and access to quality education can influence a child’s ability to develop mental reasoning skills. However, it is unclear how these factors interact with early math learning.

There is a lack of understanding of the long-term effects of early math learning on mental reasoning skills. While some studies suggest that the benefits of early math learning persist into later academic years, others argue that these effects diminish over time. This inconsistency in findings highlights the need for longitudinal studies in this area.

Lastly, the problem lies in the lack of practical strategies for implementing effective math learning in pre-primary schools. While theoretical research is essential, there is a need for practical solutions that educators can apply in the classroom. This gap between theory and practice is a significant barrier to improving the mental reasoning skills of pre-primary school children through math learning.

1.3   Aim and Objectives of the Study

The aim of the study is to examine effects of learning math on mental reasoning skills of pre-primary school children in numeracy. The objectives of the study are to:

1. To investigate the correlation between learning math and the development of mental reasoning skills in pre-primary school children.
2. To assess the current level of numeracy skills among pre-primary school children.
3. To evaluate the effectiveness of different teaching methods in enhancing mental reasoning skills through math learning.
4. To explore the potential long-term effects of early math learning on mental reasoning skills.

1.4   Research Questions

The research questions are buttressed below:

1. What is the correlation between learning math and the development of mental reasoning skills in pre-primary school children?
2. What is the current level of numeracy skills among pre-primary school children?
3. How effective are different teaching methods in enhancing mental reasoning skills through math learning?
4. What are the potential long-term effects of early math learning on mental reasoning skills?

1.5   Research Hypothesis

The hypothetical statement for the study is buttressed below:

H_O: There is no significant relationship between learning math and the development of mental reasoning skills in pre-primary school children.

H₁: There is significant relationship between learning math and the development of mental reasoning skills in pre-primary school children.

1.6   Significance of the Study

The significance of studying the effects of learning math on the mental reasoning skills of pre-primary school children in numeracy is multi-faceted.

Firstly, understanding the impact of math learning on mental reasoning skills can provide valuable insights into the cognitive development of pre-primary school children. This can help educators and parents to better support children’s learning and development at this critical stage.

Secondly, this study can contribute to the existing body of knowledge on early childhood education and cognitive development. It can provide empirical evidence to support or challenge current theories and practices in these fields.

Thirdly, the findings of this study can inform the design and implementation of math education programs for pre-primary school children. If a positive correlation between math learning and mental reasoning skills is established, educators can incorporate more math learning activities into their curriculum to enhance children’s mental reasoning skills.

Fourthly, this study can have policy implications. If math learning is found to be crucial for the development of mental reasoning skills, policymakers can consider making math education a priority in pre-primary education.

Lastly, this study can have long-term societal benefits. Enhancing mental reasoning skills through math learning can equip children with the necessary cognitive skills for future learning and problem-solving, which can ultimately contribute to their academic and career success.

1.7   Scope of the Study

The study examines the effects of learning math on mental reasoning skills of pre-primary school children in numeracy. The study is limited to selected Montessori schools in Lagos-Island, Lagos.

1.8. Operational Definition of Terms

Learning: This is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. It involves cognitive and psychological processes, and the ability to perceive and interpret information to understand the environment.

Math: Short for mathematics, it is a field of study that involves the properties and relationships of numbers, quantities, shapes, and patterns. It’s a fundamental discipline that develops logical reasoning, problem-solving, and abstract thinking skills.

Reasoning Skills: These are cognitive faculties that involve the ability to understand, analyze, and evaluate information to make decisions or solve problems. It includes deductive reasoning, inductive reasoning, and critical thinking.

Pre-primary School: This is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. It generally includes kindergarten and preschool programs.

Children: This term refers to individuals who are in the stage of development between birth and puberty. They are typically characterized by rapid physical growth and development, learning and mastering new skills, and a high level of curiosity and exploration.

Numeracy: This is the ability to understand and work with numbers. Basic numeracy skills include counting, addition, subtraction, multiplication, and division. It also involves understanding number concepts like more than, less than, equal to, and the ability to apply these skills to solve problems in daily life.

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