Literaturnachweis - Detailanzeige
| Autor/in | Richardson, Kathy |
|---|---|
| Institution | ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. |
| Titel | Las normas de desempeno matematico desde el preescolar hasta el segundo grado (Mathematics Standards for Pre-Kindergarten through Grade 2). ERIC Digest. |
| Quelle | (2002), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications; ERIC Digests in Full Text |
| Sprache | spanisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Standards; Developmentally Appropriate Practices; Early Childhood Education; Learning Processes; Mathematical Concepts; Mathematics Activities; Mathematics Education; Multilingual Materials; Young Children |
| Abstract | The National Council of Teachers of Mathematics recently published "Principles and Standards for School Mathematics." For the first time, these new standards include pre-kindergarten standards, while outlining the mathematics that children should learn as they progress through school. The standards present a broad view of what mathematics is and can be for young children--a view that early childhood educators implementing developmentally appropriate practices can use. This Spanish-language digest discusses the latest mathematics standards for young children and how teachers can use developmentally appropriate practices to help children meet these standards. The digest points out that "Principles and Standards for School Mathematics" identifies both content and process standards. The content standards are organized into several areas: (1) number and operations; (2) geometry; (3) measurement; (4) data analysis and probability; and (5) algebra. The process standards set out in "Principles" are congruent with developmentally appropriate practice and include the following: (1) problem solving; (2) reasoning and proof; (3) communication; (4) connections; and (5) representation. Teachers' questioning techniques--including those intended to help children understand concepts, hypothesize, and generate interesting questions--can help children appreciate the mathematics that surrounds them. The digest cautions that in our eagerness to help children meet the standards, we must take care not to use instructional methods that give the appearance of high math achievement but that, in fact, interfere with real growth in understanding. The digest concludes by noting that the most effective way to meet standards is to work toward them by beginning wherever the child is--any other strategy simply wastes the child's time and prevents the development of the essential foundational understandings and skills needed for future success. (Contains 18 references.) (LPP) |
| Anmerkungen | ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests.html. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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