An Examination of the Implementation of Mathematics Lessons in a Chinese Kindergarten Classroom in the Setting of Standards Reform

Autor/inn/en	Hu, Bi Ying; Quebec Fuentes, Sarah; Ma, Jingjing; Ye, Feiwei; Roberts, Sherron Killingsworth
Titel	An Examination of the Implementation of Mathematics Lessons in a Chinese Kindergarten Classroom in the Setting of Standards Reform
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 1, S.53-70 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1244581
Schlagwörter	Foreign Countries; Kindergarten; Mathematics Instruction; Developmentally Appropriate Practices; Student Centered Learning; Play; Teaching Methods; Teacher Behavior; Individualized Instruction; Lifelong Learning; Educational Resources; Mathematical Concepts; Interpersonal Communication; Observation; Video Technology; Interviews; Classroom Observation Techniques; China + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Entwicklungsbezogene Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Individualisierender Unterricht; Life-long learning; Lebenslanges Lernen; Bildungsmittel; Interpersonale Kommunikation; Beobachtung; Interviewing; Interviewtechnik
Abstract	In China, the "2001 Kindergarten Education Guidelines (Trial)", or "New Outline", delineates what constitutes high-quality, developmentally appropriate practices in all early childhood education curriculum domains, including mathematics. The "New Outline" is known for advocating a child-centered, play-based approach to teaching and learning, a significant change from teacher-directed instruction. Research highlights a gap between the intended practices set forth in the "New Outline" and the enacted practices in Chinese kindergarten classrooms. This descriptive study examines the implementation of 10 mathematics lessons, delivered over a 6-month period, from one Chinese kindergarten classroom in light of the New Outline. The analysis revealed that the lessons reflected aspects of the "New Outline". However, overall, the lessons lacked critical components to provide students with opportunities to construct an understanding of the mathematics and become independent learners in five areas: (1) opportunities to inspire autonomous and life-long learning, (2) strategies for differentiated instruction, (3) use of resources to represent mathematics concepts, (4) student-centered instructional approaches, and (5) ways to foster communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01