Examining Differences in Kindergarteners' Mathematics Learning: A Closer Look at Instruction, Socioeconomic Status, and Race

Autor/in	Jung, Eunjoo
Titel	Examining Differences in Kindergarteners' Mathematics Learning: A Closer Look at Instruction, Socioeconomic Status, and Race
Quelle	In: Journal of Educational Research, 107 (2014) 6, S.429-439 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.833074
Schlagwörter	Kindergarten; Young Children; Preschool Teachers; Mathematics Instruction; Mathematics Achievement; Socioeconomic Status; Racial Differences; Correlation; Hierarchical Linear Modeling; Mathematics Skills; Teaching Methods; Measures (Individuals); Factor Analysis; Models; Reading Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Korrelation; Mathematics ability; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Faktorenanalyse; Analogiemodell; Leseleistung
Abstract	The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers' instruction needs to employ varied methods that take into account students' mathematics skills and background characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10