A case study of the implementation of the abacus scheme to teach early number concepts

Abstract

From our Teaching Practice experiences, we noted that Year 1 children were already familiar with certain number concepts. In our study, we focused on the teaching and learning of early number work through the Abacus Schemes and analysed how Abacus Schemes “Foundation” (F1) and “Reception” (R) are implemented in Early Childhood Education. This research was conducted through a case-study focusing on one State School, in central Malta. We observed five Kindergarten 2 and Year 1 classes to investigate how teachers cope with children who are already familiar with certain number concepts. We interviewed Kindergarten 2 and Year 1 teachers and Educational Officers for Early Childhood Education and Primary Mathematics respectively. Throughout these interviews, participants were asked about the transition from Kindergarten 2 to Year 1, the use of the Abacus Scheme, and their opinion about its suitability for number work. A brief questionnaire was distributed to all parents of Year 1 children to determine children’s home experiences as possible factors of contributing to pupils’ knowledge of early number work. From our research, it was evident that the Abacus Scheme is used as the main resource to teach early number work. We concluded that Kindergarten 2 teachers are presenting counting activities informally, while in Year 1 counting is presented formally, including a significant amount of writing. It was observed that there is no smooth transition from Kindergarten 2 to Year 1 due to lack of communication between all stakeholders. We also noted that teachers are not providing challenging activities, and thus are not extending children’s knowledge, resulting in repetition of content from Kindergarten 2 to Year 1. Thus, we designed a set of activities that might supplement Abacus R used in Year 1.