Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005

Autor/inn/en	Frye, Douglas; Baroody, Arthur J.; Burchinal, Margaret; Carver, Sharon M.; Jordan, Nancy C.; McDowell, Judy
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005
Quelle	(2013), (165 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Young Children; Number Concepts; Developmentally Appropriate Practices; Geometry; Mathematical Concepts; Data Analysis; Progress Monitoring; Prior Learning; Integrated Activities; Teaching Methods; Computation; Measurement; Relevance (Education); Preschool Education; Kindergarten; Early Childhood Education; Evidence; Validity; Drills (Practice) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Number concept; Zahlbegriff; Entwicklungsbezogene Bildung; Geometrie; Auswertung; Vorkenntnisse; Integrierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Messverfahren; Relevance; Relevanz; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Evidenz; Gültigkeit
Abstract	The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide is organized around five recommendations: (1) Teach number and operations using a developmental progression; (2) Teach geometry, patterns, measurement, and data analysis using a developmental progression; (3) Use progress monitoring to ensure that math instruction builds on what each child knows; (4) Teach children to view and describe their world mathematically; and (5) Dedicate time each day to teaching math, and integrate math instruction throughout the school day. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains a glossary, 18 tables,11 examples, 7 figures, and 437 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-IES-13-C-0010 by the What Works Clearinghouse, which is operated by Mathematica Policy Research.] (ERIC).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06