Developing Mathematical Thinking Skills in Pre-School Children through a Programme of Free Constructive Play.

Autor/in	Robinson, Eugena L.
Titel	Developing Mathematical Thinking Skills in Pre-School Children through a Programme of Free Constructive Play.
Quelle	(1991), (177 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Cognitive Development; Foreign Countries; Inservice Teacher Education; Mathematics Instruction; Mathematics Skills; Parent Participation; Parent Workshops; Parents as Teachers; Play; Preschool Children; Preschool Education; Preschool Teachers; Sex Differences; Sex Role; Teacher Made Tests; Teacher Role; Teacher Workshops; Thinking Skills; Jamaica + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Ausland; Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elternmitwirkung; Elternkurs; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Lehrerrolle; Denkfähigkeit
Abstract	The primary goal of this practicum was to improve the mathematical thinking skills of preschool students in a class of 30. The practicum was also intended to help the teacher improve her skills as organizer and facilitator. Additional objectives were that: (1) students would score at least 50 percent on teacher-made tasks; (2) there would be no difference in scores of boys and girls on tasks designed by the teacher; (3) students' scores on an observable behavior checklist would increase; and (4) the teacher's performance in organizing and supervising students at play would improve. Activities included a 12-week program of free constructive play, training and supervision of the teacher, a parent workshop on fostering the development of children's mathematical skills at home, and the designing and pilot testing of a students' mathematics activity book. A mathematical thinking skills test that was designed by the teacher was given to target group students and students from a nonintervention control group before and after implementation of the program. The target group's scores improved by 40 percent, while the control group's scores improved by 18 percent. Data were collected by means of observations of the students and teacher of the target group. Results showed significant improvement. All objectives of the practicum were met. Appended are 30 references and related materials. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC