Literaturnachweis - Detailanzeige
Autor/in | Ertle, Barbrina B. |
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Titel | Using Mathematical Analyses Activities to Improve Manipulative Discrimination in Early Childhood Teacher Education |
Quelle | In: Journal of Early Childhood Teacher Education, 38 (2017) 2, S.136-149 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1090-1027 |
DOI | 10.1080/10901027.2017.1306601 |
Schlagwörter | Teaching Methods; Manipulative Materials; Mathematics Instruction; Preschool Teachers; Preservice Teacher Education; Methods Courses; Pedagogical Content Knowledge; Early Childhood Education; Arithmetic; Measurement; Numeracy; Subtraction Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Pädagogische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Messverfahren; Rechenkompetenz; Subtraktion |
Abstract | This article reports on the findings of manipulative analyses performed by preservice and in-service teachers in an early childhood teacher education program mathematics methods course. The activities are intended to model and promote mathematical analyses for better discrimination between mathematics manipulatives by early childhood teachers. Findings suggest that these activities elicit varied analyses by the teachers related to practical and pedagogical issues, but are initially lacking in mathematical considerations. Through modeling and practice, they do include mathematical considerations, possibly shifting their beliefs regarding manipulatives away from the common assumption that manipulatives will result in automatic learning. The depth of these analyses, though, suggests that greater focus is required in building a stronger content knowledge base. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |