What Does the Research Tell Us about How Children Best Learn Mathematics?

Autor/in	Salomonsen, Tone
Titel	What Does the Research Tell Us about How Children Best Learn Mathematics?
Quelle	In: Early Child Development and Care, 190 (2020) 13, S.2150-2158 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salomonsen, Tone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1562447
Schlagwörter	Learning Processes; Numeracy; Mathematics Skills; Direct Instruction; Teaching Methods; Play; Mathematics Instruction; Preschool Children; Comparative Analysis; Kindergarten; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Norwegen
Abstract	Baroody, Lai & Mix [2006. The development of young childrens number and operation sense and its implications for early childhood education. In B. Spodek, & O. N. Saracho (Eds.), "Handbook of research on the education of young children" (2nd Ed., pp. 187-221). NJ: Lawrence Erlbaum.] differentiate between four different learning approaches: direct instruction, guided adult-initiated play, guided child-initiated play, and free play. The purpose of this article is to clarify which learning approach researchers in the field of mathematics recommend for mathematics learning in children younger than 6 years. We will do this by illustrating and comparing the theories of the four teaching approaches. The review of the theories shows that research supports a combination of guided adult-initiated and child-initiated approaches in mathematics learning, but that different approaches can have a positive effect in certain conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01