Literaturnachweis - Detailanzeige
| Autor/inn/en | Engel, Mimi; Claessens, Amy; Finch, Maida A. |
|---|---|
| Titel | Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten |
| Quelle | In: Educational Evaluation and Policy Analysis, 35 (2013) 2, S.157-178 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/0162373712461850 |
| Schlagwörter | Mathematics Instruction; Kindergarten; Mathematics Skills; Academic Achievement; Correlation; Mathematics Achievement; Arithmetic; Time on Task; Teacher Surveys; Teacher Attitudes; Measures (Individuals) |
| Abstract | Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast majority of children entered kindergarten having mastered basic counting and able to recognize simple geometric shapes, their teachers reported spending the most mathematics time--typically about 13 days per month--on this content. On average, exposure to this basic mathematics content was negatively associated with math achievement across kindergarten. Importantly, children with the lowest levels of math skills benefited from exposure to this basic mathematics content whereas other children benefited from exposure to more advanced content. (Contains 7 tables, 1 figure, and 3 notes.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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