pp. 3351-3359 | Article Number: iejme.2016.274
Published Online: November 19, 2016
Article Views: 453 | Article Download: 379
This paper focusing on the complex situation of the Italian multiculturalism and trying to reply to why Asian children mathematically outperform students from other countries, discusses from the epistemological point of view, Chinese children’s skills before to start their formal education in Italian educational school context. A review of the literature, comparing pre-schoolers competences of Asian and Western students, reveals two important influenced factors: linguistic and parental stimuli. In particular many researchers showed that the structure of the Chinese language provides in children a head start in basic math skills, for example to discover, since preschool activities, a pre-algebraic structures of writing. An example with numbers is shown in the paper.
Other studies also show that Asian parents, compared to the Western cultures ones, tend to promote in a strong way the development of good basic mathematics skills and a stronger epistemological discipline foundation.
A general framework on these two important aspects for the education context is presented with the aim to help teacher and researchers to better understand Chinese and Italian possible different cognitive styles in mathematics learning just from Preschool.
Keywords: Education, Multiculturalism, Preschool, Chinese and Italian students, Chinese written language
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