Pre-Service Early Childhood Educators' Perceptions of Math-Mediated Language

Autor/in	Moseley, Bryan
Titel	Pre-Service Early Childhood Educators' Perceptions of Math-Mediated Language
Quelle	In: Early Education and Development, 16 (2005) 3, S.385-398 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1603_5
Schlagwörter	Young Children; Subtraction; Mathematics Education; Mathematical Concepts; Preservice Teachers; Vocabulary; Preschool Curriculum; Perception; Arithmetic; Multiplication + Suchen Sie Ihr Suchwort? Frühe Kindheit; Subtraktion; Mathematische Bildung; Wortschatz; Wahrnehmung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation
Abstract	This study argues that maximizing early childhood educators' abilities to create social opportunities for co-construction of knowledge rests on two understudied assumptions, one theoretical and one empirical. Theoretically this study rejects the notion of language as an impartial conveyor of knowledge in favor of one in which math and language interact. This alternative framework is termed Math-Mediated Language (MML) and argues that the perception of common terms that adults possess is an important part of the knowledge that practitioners possess about linking conceptually related linguistic and mathematical knowledge. Empirical findings from a survey recording participants' reactions to seven categories of terms with mathematical meanings and three categories of distracter terms were analyzed. The data indicated that when asked to think about math, practitioners more readily accessed words for operation terms than relational terms. Additionally, participants demonstrated stronger tendencies toward additive terms conveying addition or subtraction concepts over multiplicative ones conveying multiplication or division concepts. The findings point to patterns in the ways that participants view mathematical language demonstrating that language interacts with even simple interpretations of basic mathematical terminology. The implications of this are that practitioners' interpretations of everyday language may influence their ability to see opportunities for teaching mathematical concepts not only in the context of an explicit math lesson but throughout the broader early childhood curriculum. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10