The Meaning of “A Half” from the Perceptions of 3-5-Year-Old Children


  • สินชัย จันทร์เสม
  • จุฬินฑิพา นพคุณ



fraction concept, numeracy concept development, children’s numeracy perception


In everyday life, young children experience “half” such as sharing a half of candies with a friend. As a half is a fraction value, which considered as one of the difficult concepts for primary school students, we were then interested in how children interpret “half.” Totrace 3-5-year-old children’s perception of “half,” we developed the activities “Sharing a half” and “Taking a half.” There were 6 children participated in the activities. The method of summative content analysis was applied for analyzing the data collected from children’s responses while they participated in the activities. The results showed that some of the children perceived the meaning of a half as one part of two equal parts. We also found that the understanding of cardinality did not affect children’s concept of a half. Our findings evidenced that children who either understood cardinality or do not understand cardinality percept “a half” correctly. Some children (mostly 3 years old) had no concept of “a half.”


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How to Cite

จันทร์เสม ส., & นพคุณ จ. (2019). The Meaning of “A Half” from the Perceptions of 3-5-Year-Old Children. วารสารการจัดการทางการศึกษาปฐมวัย, 1(1), 8–16.