Exploring Adults' Awareness of and Suggestions for Early Childhood Numerical Activities

Autor/inn/en	Levenson, Esther S.; Barkai, Ruthi; Tirosh, Dina; Tsamir, Pessia
Titel	Exploring Adults' Awareness of and Suggestions for Early Childhood Numerical Activities
Quelle	In: Educational Studies in Mathematics, 109 (2022) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levenson, Esther S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10063-y
Schlagwörter	Adults; Beliefs; Young Children; Numbers; Mathematics Activities; Computation; Number Concepts + Suchen Sie Ihr Suchwort? Belief; Glaube; Frühe Kindheit; Zahlenraum; Number concept; Zahlbegriff
Abstract	This study focuses on adults who are neither preschool teachers nor professional caregivers and investigates their beliefs regarding the importance of engaging young children with numerical activities. It also examines the types of numerical activities adults report having observed children engaging with, as well as the types of activities they propose as a way for promoting counting, enumerating, recognizing number symbols, and number composition and decomposition. Findings showed that participants believed to a great extent that engaging young children with numerical activities is important. Most reported that they had observed children engaging with at least some numerical activity. In general, participants relayed more activities and more detailed activities when suggesting activities for each competency, than they did when reporting observed activities. Findings also suggested a need to enhance adults' knowledge regarding the necessity to promote verbal counting, separate from object counting, as well as to increase adults' awareness of number composition and decomposition. For mathematics educators wishing to plan workshops for adults, this study offers a method for investigating adults' knowledge of early numerical activities, as well as a starting point with which to plan appropriate workshops. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01