Taiwanese and American Preschool Children's Everyday Mathematics.

Noting that little is known about young children's informal mathematical knowledge and that such knowledge may contribute to national differences in mathematics achievement, this study examined Taiwanese and American preschool children's informal mathematical knowledge and the type of mathematical activities they encounter in everyday life. Data were collected by means of 15-minute videotapes of 114 preschoolers, 4 and 5 years old, from 2 preschools in Taipei and 5 preschools in New York City during free play. There were no gender or social class differences in the amount of time spent in different mathematical activities for either cultural group. Data indicated that Taiwanese children spent significantly more time (about 10 of the 15 minutes) in mathematical activity than did American children (about 6 minutes). Children in both groups were involved in pattern and shape activities more than any other mathematical activities. Taiwanese children spent more time in pattern and shape and in spatial relations activities than did American children, even with Lego and block play held constant. There were no cultural differences in the complexity of play related to magnitude comparison and enumeration. Taiwanese children showed much more complex play with patterns and shapes than did American children. (Contains 15 references.) (KB)