Effects of counting by tens on numerical abilities of young children.

Abstract

The research was designed to find more effective ways for young children to learn numerical concepts to 100. American children have more difficulty in mastering number names than Korean children who use a regular system of number names. The major hypothesis was that connecting number names and the structure of the number system would help children better underst and the number system and use this underst and ing with transfer tasks. Two treatments were used, Counting by Tens and Counting by Ones. Counting by Tens used objects grouped by tens for counting, while the Counting by Ones used single objects which were connected by one. Study 1 had 60 kindergarteners from a rural community and Study 2 had 80 first graders from a middle class suburban system. Study 1 traced tendencies for achievement of Counting by Tens with long term effects and Study 2 compared the effects of the two treatments. The studies used a pretest-posttest-retention test design. Counting abilities, number concepts, and transfer tasks were assessed to measure the effects of treatments. Both Counting by Tens and Counting by Ones appear to be equally effective for counting abilities and number concepts and show similar results throughout. Counting by Tens was favored on transfer tasks, place value, addition and subtraction with two-digit numerals and word problems with two-digit numbers. Counting by Tens was effective on most tasks, while the Counting by Ones treatment was effective only on counting tasks and number concepts. Counting by Tens was beneficial for both high and low ability children on transfer tasks. Greater gains from the Counting by Tens treatment were maintained throughout the six months from posttest to delayed retention test in Study 1. The findings show that a Counting by Tens treatment which emphasizes the connection between number names and the structure of number system can serve broadly as a basis for mathematics learning in early school years.