Using Count and Match Charts to Develop the Number Literacy of Kindergarten-Elena S.Y 2018-2019

Abstract

INTRODUCTION

Numeracy is about more than just counting, be familiar with patterns, sorting and categorizing objects, talking about time and the patterns of the day, measuring and calculating amounts, arranging objects in space and identifying shapes, are all examples of mathematical thinking that contribute to numeracy. Materials and resources that allow children to problem-solve and explore the world " ̃mathematically' are therefore key elements in the development of numeracy. Blocks and other construction materials, puzzles, and opportunities for patterning and sorting using, for example, found materials such as shells, seeds or leaves, all provide experiences that encourage mathematical thinking and the use of mathematical concepts and language. Children need opportunities to learn and experience numbers. Learning to count, recognizes numbers, and comprehend quantity are a few of the significant concepts. Repetitive experiences build understanding and fluency with numbers. These experiences help expand understanding and learn new concepts. A strong number sense is vital for future understanding of more complex math topics. The researcher believed that the conduct of this action research will be of great help to develop the number literacy of Kindergarten-Elena in Bagumbayan Elementary.

METHODS

Simple random sampling technique employed and forms a population parameter of ten (10) pupils of Kindergarten-Elena. Accordingly, to Easton and McColls (2009), it is the basic sampling technique when we select a group of subjects (a sample) for a study from a larger group (population). Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Their names were listed on small slips of paper, put in a bowl, then jumbled thoroughly without looking at the slips on the paper, the researcher had drawn the desired sample size of ten (10) kindergarten pupils as actual respondents of this study. The study was to develop the number literacy of pupils from Kindergarten; a pretest was given to know their prior knowledge on numbers. Count and match chart utilized to check the progress on pupils number literacy. At the end of the treatment, a posttest was given.

RESULTS

The study demonstrated that pupils who used the count and match chart made a growth on early numeracy assessments and in pupil's work. Pupil's received six weeks of using count and match chart and were able to make strong gains as compared to their last performance in recognizing numbers. The researcher gained a clearer understanding of how positive early numeracy intervention can have on kindergarten students when students received targeted instruction that matched their learning needs.

DISCUSSIONS

The purpose of this study was to explore the impact of using the count and match chart in kindergarten pupils. The participants were a small group of kindergarten students who ranged in ages from four to five years old. Each of the 10 pupils made significant growth between their pre-test and post-test, after using count and match chart. Forming a strong mathematical foundation amongst children in school is not an easy task. The teacher must have enough knowledge how to deliver it properly and how the pupils will understand it easily. Effective teaching practices such as hands-on learning experiences will make a huge help in developing their number literacy. Without a strong numeracy foundation, the mathematical concept will be difficult and more challenging for kindergarten pupils. It is the hope that this early numeracy intervention will ensure the growth of these kindergarten pupils throughout their education.