what is appropriate mathematics education for four-year-olds?: pre-kindergarten teachers' beliefs  

Oleh:

Lee, Joon Sun ; Ginsburg, Herbert P.

Jenis: Article from Bulletin/Magazine - ilmiah internasional
Dalam koleksi: Journal Of Early Childhood Research vol. 05 no. 01 (Feb. 2007), page 2–31.
Topik: mathematics education; pedagogy; pre-kindergarten; teacher beliefs
Fulltext: 2.pdf (204.06KB)

Isi artikel

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 fi ctitious 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 fl exible 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, prekindergarten teachers needed to provide mathematics education, especially in simple arithmetic, albeit in a fun manner, without triggering stress or anxiety. These fi ndings have signifi cant implications for professional development.

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