A Study of Early Childhood Mathematics Teaching in the United States and China

Autor/inn/en	Li, Xia; Chi, Liping; DeBey, Mary; Baroody, Arthur J.
Titel	A Study of Early Childhood Mathematics Teaching in the United States and China
Quelle	In: Early Education and Development, 26 (2015) 3, S.450-478 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.994464
Schlagwörter	Early Childhood Education; Mathematics Instruction; Questionnaires; Educational Practices; Educational Strategies; Statistical Analysis; Qualitative Research; Course Content; Comparative Analysis; Comparative Education; Cross Cultural Studies; Play; Mathematics Activities; Age Differences; Developmentally Appropriate Practices; Teaching Methods; Preschool Teachers; Behavioral Sciences; Mathematics Curriculum; Sequential Approach; Numbers; Educational Change; Teaching Models; Foreign Countries; China (Beijing); New York; United States + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematics lessons; Mathematikunterricht; Fragebogen; Bildungspraxis; Lehrstrategie; Statistische Analyse; Qualitative Forschung; Kursprogramm; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Spiel; Age; Difference; Age difference; Altersunterschied; Entwicklungsbezogene Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schrittfolge; Zahlenraum; Bildungsreform; Lehrmodell; Ausland; USA
Abstract	Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts. Specifically, 27% of the U.S. participants did not set any goals for mathematics, and 20% did not use a curriculum or any resources. In contrast, 3% of the Chinese participants fell into each of these categories. Second, early childhood mathematics content in the United States appears to be broader and less differentiated by age group than in China. Lastly, emerging curriculum (mathematics learning that emerges from children's play, activities, and routines) is the prevailing approach for 3- and 4-year-olds in the United States. In comparison, mathematics-specific teaching is the primary, but not sole, form of instruction in China. Practice or Policy: These findings have important implications for implementing the Common Core mathematics standards in the early years. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01