What Is Appropriate Mathematics Education for Four-Year-Olds?: Pre-Kindergarten Teachers' Beliefs

Autor/inn/en	Lee, Joon Sun; Ginsburg, Herbert P.
Titel	What Is Appropriate Mathematics Education for Four-Year-Olds?: Pre-Kindergarten Teachers' Beliefs
Quelle	In: Journal of Early Childhood Research, 5 (2007) 1, S.2-31 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X07072149
Schlagwörter	Mathematics Education; Kindergarten; Mathematics Instruction; Preschool Teachers; Low Income Groups; Socioeconomic Influences; Interviews; Teaching Methods; Goal Orientation; Public Schools; Private Schools; Teacher Attitudes + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sozioökonomischer Faktor; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Public school; Öffentliche Schule; Private school; Privatschule; Lehrerverhalten
Abstract	This study explored pre-kindergarten teachers' beliefs about the appropriateness of early mathematics education. Thirty pre-kindergarten teachers of four-year-olds, half working with low-SES children at publicly funded pre-kindergartens and the other half with middle-SES children at private pre-kindergartens, were interviewed concerning written vignettes describing two fictitious pre-kindergarten teachers' contrasting pedagogies concerning key issues in teaching mathematics to young children. The low-SES publicly funded pre-kindergarten teachers tended to support a strong focus on goal-based mathematics teaching at pre-kindergarten and at home to get children ready for kindergarten. The middle-SES private pre-kindergarten teachers tended to endorse flexible mathematics education relying on a child-centered curriculum and child-initiated learning and to oppose the instructional use of computers. Both groups, however, were similarly likely to mention that with increased academic demands, pre-kindergarten teachers needed to provide mathematics education, especially in simple arithmetic, albeit in a fun manner, without triggering stress or anxiety. These findings have significant implications for professional development. (Contains 5 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10