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Abstract
Mathematical Communication Skills is the ability of the child to listen
to, read about, write about, speak about, and reflect on an active mathematical
situation. When left developed in early years, the development of
mathematical communication skills can be affected. This study is using
Computers Skills, the essential practices and fundamental knowledge
preschool children need to acquire in a technological educational
environment. This technological educational environment has been presented
by Geometer’s Sketchpad to instruct pre-school children about numbers,
pattern, and geometry and computer skills.
A computer network will be used in order to transform common
educational experiences such as class discussions, math conference,
communication, sharing and collaboration with peers into exciting and unique
project that involve the interaction of the learners. In mathematics education,
children can share their mathematical thinking through a LAN. That
interaction through networks helps break down communication barriers and
inhabitation that that often stifle the open exchange of ideas in traditional
classrooms. The conceptual framework for this stud drew on Bruce and
Levin‘s (1997) (Bruce, 1997) framework of media for inquiry. This study
used the quasi-experiential approach to identify the effectiveness of a program
based on the knowledge-based network to develop the skills of using the
computer and the mathematical communication for the pre-school children.
A pre-school class on Alexandria district school in Alexandria, Egypt
will be selected to be the site of the study. The students who participated in
the study will be all in kindergarten school, level 2. Around 30 children
distributed among two classes will be participated in the study. The entire
participant will be observed in order to document all the children skills‘ in
mathematical communication and using computer.
This study contributes to using computer program‘ for enhancing
children‘s skills in using computers and their mathematical communication.
The results of this study indicate the effectiveness of the program based
on the knowledge-based network to develop the skills of using the computer
and the mathematical communication for the pre-school children. The
children reacted positively to the knowledge based computer program and
seemed to enjoy using the computer.