Abstract
This study examined possible cultural and SES differences in the type, frequency, and complexity of 4- and 5-year-old American and Chinese children's everyday mathematical activities during free play. 60 American children, 30 each from lower- and middle-socioeconomic status (SES) families, and 24 Chinese children, 12 each from lower- and middle-SES families, participated in the study. Each participant was videotaped during free play for 15 min. The results showed that during free play American and Chinese children exhibit similar types of mathematical activity. Yet, Chinese children engage in a considerably greater amount of mathematical activity, particularly pattern and shape, than do American children. However, closer examination revealed that Chinese and American children do not differ in the complexity of mathematical activities. The results failed to reveal significant differences in the frequency and complexity of everyday mathematics between lower- and middle-SES groups in both cultures.
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