All ETDs from UAB

Advisory Committee Chair

James Ernest

Advisory Committee Members

Bader Alsuwaileh

Fred Biasini

Linda Emfinger

Jenna Lachenaye

Document Type

Dissertation

Date of Award

2020

Degree Name by School

Doctor of Education (EdD) School of Education

Abstract

The purpose of the qualitative case study was to explore the development of logico-mathematical knowledge in twenty 5- and 6-year-old children in Kuwait. The researcher conducted the study in a real-life bounded system over approximately two-months. The researcher utilized constant comparison analysis to interpret the responses of children during clinical interviews to explore hierarchical classification and seriation as two types of logico-mathematical knowledge. The researcher also observed children and used constant comparison analysis to interpret the behaviors of children throughout physical knowledge activities to explore the nature of each child’s thinking. The central research questions were: 1) What types of logico-mathematical knowledge do 5 and 6-year-old children in Kuwait demonstrate when answering math word problem questions in two clinical interviews? 2) What is the nature of Kuwaiti 5 and 6-year-old children’s thinking when encouraged to participate in physical knowledge activities? From the clinical interview data, the researcher found Kuwaiti five- and six-year-olds demonstrated initial but incomplete development of hierarchical classification and initial but incomplete development of seriation. From observation data the researcher found Kuwaiti five- and six-year-olds demonstrated four varying levels and two sublevels of developmental thinking. The findings from this study are similar to other research results from Japan and the U. S. which determined that children as young as 5- and 6-year-olds have developed some classificatory and seriational logico-mathematical knowledge that is still developing and demonstrate varying levels of thinking. The researcher found Kuwaiti 5- and 6-year-olds in this study were incomplete in their development of hierarchical classification and seriation. Kuwaiti educators of young children should incorporate physical knowledge activities to promote the development of logico-mathematical knowledge which is the foundation of future learning. Physical knowledge activities can also play an important role in the “mathematization” of language for improved math learning.

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