How Is It that Learning Mathematics in the Early Years Can Become So Difficult? A Post-Structuralist Analysis

Autor/in	Klein, Mary
Titel	How Is It that Learning Mathematics in the Early Years Can Become So Difficult? A Post-Structuralist Analysis
Quelle	In: Contemporary Issues in Early Childhood, 8 (2007) 4, S.313-319 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2007.8.4.313
Schlagwörter	Foreign Countries; Young Children; Numeracy; Active Learning; Learning Processes; Educational Strategies; Teaching Methods; Class Activities; Constructivism (Learning); Teaching Styles; Elementary School Mathematics; Australia + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Rechenkompetenz; Aktives Lernen; Learning process; Lernprozess; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Elementare Mathematik; Schulmathematik; Australien
Abstract	New times demand new interpretations of what it means to be numerate in a global world. Policy and curriculum documents uphold notions of capable young learners, actively engaged in investigative learning processes that will carry them on to competent and confident participation in the social and economic world of tomorrow. However, as the author attempts to show in this post-structuralist analysis, active learning processes do not always achieve the envisaged aims; subconsciously, teachers hold on to traditional notions of learners and learning mathematics that, in practice, eclipse their best intentions. Even in the early years of schooling the "process" of learning mathematics becomes difficult when the new becomes the old, and tired old teaching practices and relationships prevail. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10