The Influence Mechanism Of Low Socio-economic Status Pre-school Children’s Number Sense And Intervention

Number Sense mainly refers to the intuitive feeling on the number, quantity, size, quantity, and computing the results of estimation. Specifically, the number sense capability is mainly reflected in the following five areas:count the number of knowledge, the number of conversions, the number of estimates and digital set type. With age growing, the number sense of children progressively increase in preschool mainly on the former three dimensions, this trajectory will help us understand the situation of children’s number sense, and apply measurement and number sense interventions a theoretical basis,the process of Children’s developing of number sense will be affected by multiple factors. Previous studies have shown that socio-economic status can significantly predict the level of development of children’s number sense. However, socio-economic status, after all, not a proximal factor, its impact on the development of number sense must be carried out by other factors. Therefore, further research on the socio-economic status of related components, which will help tap the proximal factors affecting the development of children’s number sense, and thus provide a reference for better intervention training to build number sense.Response to Intervention paradigm takes into account the measurement and intervention, both screening, monitoring and teaching triple function. According to actual demand, it can provide repeated "pretest-intervention-posttest" dynamic tests, form a multi-layered system to obtain multiple interventions and multiple measurement points of longitudinal data. Mainly through timely monitoring, the paradigm to distinguish children with different abilities, while providing targeted interventions to help enhance their ability. Learning from foreign intervention in the use of existing research, according to the children’s number sense ability, we build a set of appropriate intervention training,then apply the math games training in target children. It is approved that the training can effectively improve the number sense of children, especially those from low social economic status. This study was children’s social-economic status of children through family economic status questionnaire,then using household questionnaire to obtain educational experience for children and family education resources, analyzing the effect mechanism of low socio-economic status of children develop number sense. Through Number Sense Brief, we test the children’s number sense ability. And according to the response to intervention paradigm, we interve part of low socio-economic status childen. By building different latent variable growth model to examine the children’s ability to change the number of flu cases. After analysis and discussion of the results of this study the following conclusions:(1) accepted daily educational experience, and educational resources are all important factors affecting the development of number sense; children’s educational experience, parental education level and education resources can significantly affect the development of number sense;(2) Number Sense intervention training can significantly improve the level of low socio-economic status children’s number sense, after a period of intervention, the intervention group children cacth up with the high socio-economic status children, and the gap between two groups significantly reduced.