Determining important factors of arithmetic skills among newborn babies’ at Malaysian taska using artificial neural network
DOI:
https://doi.org/10.37134/saecj.vol7.4.2018Keywords:
TASKA, arithmetic, mathematical skills, model, neural networkAbstract
In Malaysia, most parents prefer to choose registered early childhood learning centers (TASKA), due to their perceptions that the centers are with quality services and well-observed by the government authority. In this quantitative research, the main objective is to identify the best model to represent the contributing factors which influence arithmetic performance among children at registered Malaysian TASKA. Childrens’ arithmetic performance in general affect their mental capability and overall personal skills development. This research is significant to determining the important contributing factors which influence newborn babies’ mathematical skills. Data was collected using a survey questionnaire. Based on the right sampling method, 376 registered TASKAs in Malaysia were chosen. Among the 458 chosen centers, only 63 centres provide care and education services for children age of 0 to 6 months. Neural network technique was the analysis adapted in order to achive the research objective. In the near future, the research will be extended to the unregistered TASKA in Malaysia, and the fair comparisons will be made with the registered centers.
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References
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Vygotsky, L.S. [1934] 1986. Thought and language. Cambridge, MA: MIT Press.
Berk, L.E., & A. Winsler. 1995. Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Bowman, B.T., M.S. Donovan, & M.S. Burns, eds. 2001. Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
Bredekamp, S., & T. Rosegrant. 1995. Reaching potentials: Transforming early childhood curriculum and assessment. Volume 2. Washington, DC: NAEYC.
Clements, D.H., & Conference Working Group. 2004. Part one: Major themes and recommendations. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.-M. DiBiase, 7-76. Mahwah, NJ: Lawrence Erlbaum.
Clements, D.H., S. Swaminathan, M.-A. Hannibal, & J. Sarama. 1999. Young children's concepts of shape. Journal for Research in Mathematics Education 30: 192-212.
Copple, C.E. 2004. Math curriculum in the early childhood context. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.-M. DiBiase, 83-90. Mahwah, NJ: Lawrence Erlbaum.
Field, T., Ezell, S., Nadel, J., Grace, A., Allender, S., & Siddalingappa, V. (2013). Reciprocal imitation following adult imitation by children with autism. Infant and Child Development, 22(6), 642-648.
Fuson, K.C. 2004. Pre-K to grade 2 goals and standards: Achieving 21st century mastery for all. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.-M. DiBiase, 105-48. Mahwah, NJ: Lawrence Erlbaum.
Geary, D.C. 1994. Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
Gelman, R. 1994. Constructivism and supporting environments. In Implicit and explicit knowledge: An educational approach, ed. D. Tirosh, 55-82. Norwood, NJ: Ablex.
Ginsburg, H.P., A. Klein, & P. Starkey. 1998. The development of children's mathematical thinking: Connecting research with practice. In Handbook of child psychology, Volume 4: Child psychology in practice, eds. W. Damon, I.E. Sigel, & K.A. Renninger, 401-76. New York: John Wiley & Sons.
Ginsburg, H.P., S. Pappas, & K.-H. Seo. 2001. Everyday mathematical knowledge: Asking young children what is developmentally appropriate. In Psychological perspectives on early childhood education: Reframing dilemmas in research and practice, ed. S.L. Golbeck, 181-219. Mahwah, NJ: Lawrence Erlbaum.
Han, Y., & H.P. Ginsburg. 2001. Chinese and English mathematics language: The relation between linguistic clarity and mathematics performance. Mathematical Thinking and Learning 3: 201-20.
Heath, S.B. 1983. Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
Kilpatrick, J., J. Swafford, & B. Findell. 2001. Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
Miura, I.T., C.C. Kim, C.-M. Chang, & Y. Okamoto. 1988. Effects of language characteristics on children's cognitive representation of number: Cross-national comparisons. Child Development 59: 1445-50.
National Council of Teachers of Mathematics. 2000. Principles and standards for school mathematics. Reston, VA: Author.
Natriello, G., E.L. McDill, & A.M. Pallas. 1990. Schooling disadvantaged children: Racing against catastrophe. New York: Teachers College Press.
Özar, M. (2012). Curriculum of Preschool Education: Swedish Approach. International Journal of Business and Social Science, 3(22).
Park, M. 2000. Linguistic influence on numerical development. The Mathematics Educator 10 (1): 19-24.
Piaget, J., and B. Inhelder. 1967. The child's conception of space. New York: W.W. Norton.
Razel, M., & B.-S. Eylon. 1990. Development of visual cognition: Transfer effects of the Agam program. Journal of Applied Developmental Psychology 11: 459-85.
Seo, K.-H., & H.P. Ginsburg. 2004. What is developmentally appropriate in early childhood mathematics education? In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.-M. DiBiase, 91-104. Mahwah, NJ: Lawrence Erlbaum.
Steffe, L.P. 2004. PSSM from a constructivist perspective. In Engaging young children in mathematics: Standards for early childhood mathematics education, eds. D.H. Clements, J. Sarama, & A.-M. DiBiase, 221-52. Mahwah, NJ: Lawrence Erlbaum.
Vygotsky, L.S. [1934] 1986. Thought and language. Cambridge, MA: MIT Press.
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Published
2018-10-08
How to Cite
Kharuddin, A. F., Ahmad Kamaruddin, S., Kamari, M. N., Mustafa, Z., & Azid, N. (2018). Determining important factors of arithmetic skills among newborn babies’ at Malaysian taska using artificial neural network. Southeast Asia Early Childhood Journal, 7, 33–41. https://doi.org/10.37134/saecj.vol7.4.2018
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