Educating the Young Mathematician: The Twentieth Century and Beyond

Autor/inn/en	Saracho, Olivia N.; Spodek, Bernard
Titel	Educating the Young Mathematician: The Twentieth Century and Beyond
Quelle	In: Early Childhood Education Journal, 36 (2009) 4, S.305-312 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-008-0293-9
Schlagwörter	Curriculum Development; Mathematics Education; Early Childhood Education; Young Children; Educational Change; Mathematics Instruction; Teaching Methods; Science Education History; Educational Development; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungsreform; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Theorie-Praxis-Beziehung
Abstract	Educational programs for young children emerged reasonably early in the history of the United States of America. The movements of Child-Centered Education, the Nursery School, the Project Method, Curriculum Reform, and contemporary research have all influenced mathematics in early childhood education. The Froebelian kindergarten and the Montessori "Casa die Bambini" (Children's House) included approaches to teaching mathematics. This article reviews the history of mathematics education in relation to the history of early childhood education from the turn of the twentieth century. It also discusses how research in mathematics education attempted to gain its own identity. Throughout history, researchers have identified mathematics issues and addressed them, defining the field, and generating a cadre of mathematics researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10