Using Mathematical Analyses Activities to Improve Manipulative Discrimination in Early Childhood Teacher Education

Autor/in	Ertle, Barbrina B.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01