The Survey Research of Junior High School Mathematics Teachers about Early Childhood School Teaching Mental Calculation by Abacus

Ya-Hui Chan¹, Hung-Yao Kuo², Wentsung Lai^3
(1. Department of Education, National Chiayi University, Taiwan;
2. Department of Education Policy and Administration, National Chi Nan University, Taiwan;
3. Department of Education Policy and Administration, National Chi Nan University, Taiwan)

Abstract: This study uses 431 junior high school math teachers as research subjects to survey opinion of junior high school mathematics teachers about early childhood school teaching mental calculation by abacus, and arrives at the three following conclusions. First, 50% of the teachers believe that learning mental calculation by abacus has positive effects; 45% of the teachers believe that learning mental calculation by abacus can improve attitudes in learning mathematics. Second, 53% of the teachers believe that the best time to learn mental calculation by abacus is elementary school; 43% of the teachers believe that it is better to first know the basics of math in addition, subtraction, and linear calculations before learning mental calculation by abacus. Approximately 70% of the teachers believe that learning mental calculation by abacus must also supplement the mathematics formally learned in school, thus kindergarten should not have mental calculation by abacus as a focus of education. Third, mental calculation by abacus should be taught in lively and innovative ways; for youngsters, their understanding has yet to be developed, so the inspiration of mathematical abilities in early education should be lively and diverse.

Key words: early childhood school, teaching the mental calculation by abacus, junior high school math teacher