The Use of Concrete Experiences in Early Childhood Mathematics Instruction

Autor/in	Baroody, Arthur J.
Titel	The Use of Concrete Experiences in Early Childhood Mathematics Instruction
Quelle	53 (2017), S.43-94 (52 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Baroody, Arthur J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0065-2407
DOI	10.1016/bs.acdb.2017.03.001
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematics Skills; Knowledge Level; Early Childhood Education; Cognitive Psychology; Manipulative Materials; Mathematical Concepts; Concept Formation; Educational Games; Addition; Subtraction; Word Problems (Mathematics); Computer Assisted Instruction; Computer Games; Experience + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kognitive Psychologie; Hilfsmittel; Concept learning; Begriffsbildung; Educational game; Lernspiel; Subtraktion; Textaufgabe; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Erfahrung
Abstract	Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile "if" they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction--external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01