Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807

Autor/inn/en	Sitabkhan, Yasmin; Platas, Linda M.
Institution	RTI International
Titel	Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
Quelle	(2018), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2378-7996
Schlagwörter	Low Income Groups; Socioeconomic Influences; Teaching Methods; Mathematics Instruction; Elementary School Mathematics; Early Childhood Education; Elementary School Students; Preschool Children; Foreign Countries; Developmentally Appropriate Practices; Mathematical Logic; Informal Education; Manipulative Materials; Ethiopia; India; Turkey; Jordan; Rwanda; Guatemala; South Africa; Peru; Malawi; Bangladesh; Liberia; Mozambique; Colombia; Paraguay; Kenya; Zambia; Kosovo + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Entwicklungsbezogene Bildung; Mathematical logics; Mathematische Logik; Informelle Bildung; Nichtformale Bildung; Hilfsmittel; Äthiopien; Indien; Türkei; Ruanda; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Bangladesch; Mosambik; Kolumbien; Kenia; Sambia
Abstract	This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01