Teaching Moves and Preschoolers' Arithmetical Accuracy

Autor/inn/en	Banse, Holland W.; Clements, Douglas H.; Day-Hess, Crystal; Sarama, Julie; Simoni, Marisa; Ratchford, Julia
Titel	Teaching Moves and Preschoolers' Arithmetical Accuracy
Quelle	In: Journal of Educational Research, 113 (2020) 6, S.418-430 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banse, Holland W.) ORCID (Clements, Douglas H.) ORCID (Day-Hess, Crystal) ORCID (Sarama, Julie) ORCID (Simoni, Marisa) ORCID (Ratchford, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1846484
Schlagwörter	Teaching Methods; Preschool Children; Mathematics Instruction; Arithmetic; Symbols (Mathematics); Comparative Analysis; Task Analysis; Early Childhood Education; Problem Solving; Learning Activities; Accuracy + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Aufgabenanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Problemlösen; Lernaktivität
Abstract	Several teaching moves have been suggested to support young children's simple addition and subtraction performance, including use of a number path, directly modeling addition and subtraction, using mathematical symbols, and modifying problem difficulty. In the present study, teacher-researchers implemented an early arithmetic activity, "Big Fish Story," with dyads of 3 to 4-year-old students. As part of the implementation, the teacher-researchers used these teaching moves to support young children's in-the-moment answers to simple addition and subtraction problems. We use session-level data (n = 94 sessions) nested in dyads to examine and compare the frequency with which the use of these teaching moves are associated with two types of student responses, in order to preliminarily identify teaching moves that may support young children's performance on simple arithmetic tasks. We conclude with implications for the field and early childhood practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01