A Mixed Method Study on the Cultural and Academic Correlates of Pre-Mathematical Skills among Early Grade Learners

Abstract

It is empirical from the research findings of last couple of decades that mathematics 
learning has a significant contribution to individuals‘ cognitive as well as intellectual abilities. 
Mathematics is one of the best means to inculcate the enrichment of different higher order 
thinking skills like critical thinking, creative thinking, and analytical thinking as well as 
reasoning skills. When we analyze the style and strength of mathematics learning of learners it is 
understood that Mathematisation of mind starts at the early childhood when learners start 
acquiring pre-mathematical skills. Pre-mathematical skills are the set of mathematical skills 
learned by early grade learners including pre-school learners. These skills include learning to 
count numbers, learning the proper sequencing of numbers, learning to determine which shapes 
are bigger or smaller, learning to count objects on a screen or book, the correct pronunciations 
of numbers. These also include the primary ideas on volume, measurement and concepts of 
more/ less etc. In the present study seventy early grade learners are studied. In the first half of 
this paper Pre-Mathematical Skill is quantitatively analyzed in relation to academic correlates 
like years in schooling process, medium of instruction, public or privately managed schools and 
cultural correlates like ethnicity as well as socio-economic experience of the learners. The 
second part deals with the analysis of qualitative information on Pre-Mathematical Skills 
followed by educational implication of the study.