Literaturnachweis - Detailanzeige
| Autor/in | Knowles, Jane |
|---|---|
| Titel | Building an Igloo: A Rich Source of Mathematics for Young Children |
| Quelle | In: Australian Primary Mathematics Classroom, 14 (2009) 1, S.28-32 (5 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Mathematics Education; Young Children; Metacognition; Mathematics Instruction; Early Childhood Education; Mathematics Curriculum; Thinking Skills; Mathematical Concepts |
| Abstract | Early childhood teachers know that children arrive at school with an enormous range of mathematical capabilities, but this is not always reflected in mathematics curricula that are offered. The diverse nature of the experiences young children have encountered before commencing school and their differing abilities to articulate their thoughts contribute to the diversity of informal mathematics that children have developed. Formal mathematics instruction should be grounded in young children's informal mathematical ideas. Teachers need to bridge young children's informal mathematical knowledge with the more formal mathematics required at school and to support the development of young children's higher order thinking and metacognitive skills. Providing appropriate tasks can make an important contribution to this end. This article describes the mathematics learning that arose from one such task in a Prep class (first compulsory year of schooling in Tasmania) with children aged 5-6 years. (Contains 2 figures.) (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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