A Comparison of the Pedagogical Practices of Mathematics Education for Young Children in England and South Korea

Autor/inn/en	Siraj-Blatchford, Iram; Nah, Kwi-Ok
Titel	A Comparison of the Pedagogical Practices of Mathematics Education for Young Children in England and South Korea
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 1, S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9412-1
Schlagwörter	Foreign Countries; Mathematics Instruction; Teaching Methods; Interviews; Teacher Attitudes; Observation; Planning; Content Analysis; Cross Cultural Studies; Integrated Curriculum; Institutional Characteristics; Educational Methods; Instructional Program Divisions; Cultural Differences; Elementary School Mathematics; South Korea; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Beobachtung; Ablaufplanung; Planungsprozess; Inhaltsanalyse; Cultural comparison; Kulturvergleich; Educational method; Erziehungsmethode; Kultureller Unterschied; Elementare Mathematik; Schulmathematik; Korea; Republik
Abstract	The pedagogical practices of mathematics education for young children in English and Korean pre-schools were compared through analyses of interviews with practitioners, observations of classroom activities and an examination of documents related to the planning and implementation of mathematics education. Practitioners in both countries used integrated activities to teach mathematics, although they used such activities more frequently in nurseries than in reception classes in England and more frequently in state settings than in independent settings in Korea. Furthermore, mathematics education was more structured, more likely to be led by an adult and less holistic in reception classes than in nurseries in England, whereas it was more structured and didactic in independent than in state settings in Korea. However, mathematics education in England was more systematic, used a more individualised approach and incorporated a variety of hands-on materials and rigorous outdoor activities, whereas it was more group-oriented and utilised limited materials and fewer outdoor activities in Korea. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10