Multiple Solution Methods and Multiple Outcomes--Is It a Task for Kindergarten Children?

Autor/inn/en	Tsamir, Pessia; Tirosh, Dina; Tabach, Michal; Levenson, Esther
Titel	Multiple Solution Methods and Multiple Outcomes--Is It a Task for Kindergarten Children?
Quelle	In: Educational Studies in Mathematics, 73 (2010) 3, S.217-231 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-009-9215-z
Schlagwörter	Young Children; Kindergarten; Teaching Methods; Learner Engagement; Mathematics Education; Comparative Analysis; Mathematics Instruction + Suchen Sie Ihr Suchwort? Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Mathematics lessons; Mathematikunterricht
Abstract	Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing more than one method may be promoted in kindergarten. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10