We Are Different but the Same!

Autor/in	Pecaski McLennan, Deanna
Titel	We Are Different but the Same!
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 10, S.707-712 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Language Usage; Teaching Methods; Mandarin Chinese; Kindergarten; Cultural Differences; Numbers; Inquiry; Active Learning; Student Diversity; Acoustics; Contrastive Linguistics; Play; Cultural Awareness; Reggio Emilia Approach; Foreign Countries; Family School Relationship; Second Languages; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Zahlenraum; Aktives Lernen; Akustik; Linguistics; Kontrastive Linguistik; Spiel; Cultural identity; Kulturelle Identität; Reggio-Pädagogik; Ausland; Second language; Zweitsprache; Kanada
Abstract	The author reflects on using the language of mathematics to explore the many different cultures represented in their kindergarten class population. A student demonstrating counting in Mandarin became the catalyst for a month-long inquiry into researching how numbers look and sound in dozens of different languages. Throughout this experience, children developed confidence working with numbers (e.g., number orders, matching number to quantity) as they grew to appreciate the diversity represented in their classroom and beyond. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01