Back to the future? Children living in poverty, early childhood centres and mathematics education.

Autor/in	Meaney, Tamsin
Titel	Back to the future? Children living in poverty, early childhood centres and mathematics education.
Quelle	In: ZDM : mathematics education, 46 (2014) 7, S. 999-1011 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0578-y
Schlagwörter	Frühe Kindheit; Förderprogramm; Vorschulerziehung; Mathematikunterricht
Abstract	The present call for structured mathematics programmes in preschools continues a trend from the nineteenth century, in which young children's lack of mathematical knowledge was considered to have a detrimental effect on their individual futures and those of the wider society. In this paper, an investigation of the philosophies behind several early childhood programmes shows that there is a long-standing acceptance that those not living in poverty should make decisions about the education, including the mathematics education, that children who are living in poverty should engage in. Consequently, the philosophies behind these programmes, and with them the advocated mathematics education, contribute to a homogenised view of the child. This fails to recognise the attributes that children and their communities have and situates those living in poverty as being deviant. The strong promotion in this century of structured mathematics education programmes is solidifying this homogenising process in a manner not seen in previous early childhood programmes.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3