Observing Mathematical Learning Experiences in Preschool

Autor/inn/en	Stites, Michele L.; Brown, Elizabeth Todd
Titel	Observing Mathematical Learning Experiences in Preschool
Quelle	In: Early Child Development and Care, 191 (2021) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stites, Michele L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1601089
Schlagwörter	Classroom Environment; Preschool Education; Preschool Teachers; Preschool Children; Mathematics Skills; Mathematics Instruction; Teaching Methods; Mathematical Concepts; Concept Formation; Feedback (Response); Positive Reinforcement; Interpersonal Communication; Modeling (Psychology); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Interpersonale Kommunikation; Modeling; Modelling; Modellierung
Abstract	It is widely understood that preschool should provide children the mathematical foundational skills necessary for later success. This study examines seven preschool teachers and their use of a variety of pedagogical strategies to develop foundational mathematics concepts. Using a qualitative research design, this study uses the CLassroom Assessment. Scoring System (CLASS) observation tool to examine how preschool teachers use instructional learning formats, concept development, language modeling, and quality of feedback to support mathematical learning. Following analysis using the CLASS, data were reexamined for use of messing about strategies. Results indicate that preschool teachers use a variety of formats for teaching mathematics, but develop concepts using feedback and language less frequently. While teachers do allow children to mess about with mathematical items, they do not use this time to extend thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01