摘要：This study examined the effects of Literature-based Mathematical Activities using scaffolding (LMS) on the mathematical achievement,interest,and vocabulary of day care children. The experimental group of 15 boys and 15 girls was exposed to both literature and teacher`s scaffolding while the comparison group of 14boys and 16 girls had traditional mathematics curriculum. The experiment was carried out for 8 weeks. ANCOVA and T-test were employed for a statistical analysis. The results revealed statistically significant differences in mathematical achievement,interest,and vocabulary between an experimental and control groups. We can conclude,therefore,that LMS is more effective in developing children`s mathematical thinking abilities than a traditional mathematical curriculum.
关键词：LMS;Literature based Mathematical Activities using Scaffolding;Mathematical achievement;Mathematical interest
