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Autor/inn/enRamírez-Uclés, Rafael; Castro-Rodríguez, Elena; Piñeiro, Juan Luis; Ruiz-Hidalgo, Juan F.
TitelWhat Makes a Task a Problem in Early Childhood Education?
QuelleIn: European Early Childhood Education Research Journal, 26 (2018) 4, S.574-588 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1350-293X
DOI10.1080/1350293X.2018.1487165
SchlagwörterEarly Childhood Education; Task Analysis; Arithmetic; Class Activities; Problem Solving; Mathematics Activities; Qualitative Research; Content Analysis; Test Content; Item Analysis; Thinking Skills; Context Effect; Barriers; Foreign Countries; Spain
AbstractThis article begins with a theoretical discussion of the characteristics that a task should feature to be regarded as a mathematics problem suitable for pre-primary students. Those considerations are followed by a report of a classroom experience in which three problems involving quotative or partitive division were posed to pre-primary school children to determine the presence of otherwise of the respective characteristics. The findings show that the characteristics of pre-primary education problems depend on two factors: mathematical activity that engages children and a structure that favours both their understanding of the problem and the application and verification of the solutions. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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