Αποτύπωση του επιπέδου της λογικο-μαθηματικής σκέψης, παιδιών τυπικής ανάπτυξης προσχολικής ηλικίας

Abstract

In the present study we investigate the level of development of logical mathematical thinking in a typically developing preschool child. It is important to note that during the last decades the primary objective of pre-school mathematics education is mathematical literacy (Graikos, 2009). A mathematically literate individual is defined as a person who understands the importance of mathematics in everyday life. In addition, this person is able to formulate basic mathematical judgments, generally using mathematics in order to be able to fulfill the demands of life as a structured and intellectual citizen (OECD, 2003). The purpose of this research is to study the level of mathematical thinking in a typically developing preschool child. The research method by which this educational research was conducted is qualitative. A series of tasks from the LogMath Criterion (Delikanaki, 2008) were provided for the implementation of this research. In addition, a semi-structured observation of the child was performed during the award of the criterion. The qualitative analysis of the research data has shown that it is impossible to handle the concept of scheduling. No significant differentiation of child performance was recorded in the individual subclasses constituting logical and mathematical thinking. In conclusion, the development of mathematical thinking in typically developing children begins with the ability to describe, use, visual synthesis, and decompose geometric shapes as these processes make up the ability to create, assemble, and disassemble units.