Study on the Features and Strategies of Number-Concept Development of Rural Children in Early Primary School Years: Study of Number-Concept Development of Rural Children

He Li, Mengxu Fan, Christopher Hermann


The development level of children’s number-concept is a critical element in measuring the development of children's thinking. Previous studies have shown that preschool is an important stage of development and that vocabulary can help promote children’s number-concept development. This study aims to explore the characteristics of the development of rural children’s number-concept in their early years, and propose teaching strategies suitable for rural children based on the research results. This research method is based on a one-to-one standard test, supplemented by a self-designed structured interview for teachers. The research object is the early school-age children in rural areas. The impact of gender, age, school, and language on children’s number-concept development is discussed. By describing and studying the characteristics of their number-concept development, educational strategies and suggestions are put forward. This research can contribute to the literature theoretically, pedagogically and practically.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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