Double Impact: Mathematics and Executive Function

Autor/inn/en	Joswick, Candace; Clements, Douglas H.; Sarama, Julie; Banse, Holland W.; Day-Hess, Crystal A.
Titel	Double Impact: Mathematics and Executive Function
Quelle	In: Teaching Children Mathematics, 25 (2019) 7, S.416-426 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Activities; Instructional Materials; Mathematics Instruction; Executive Function; Numbers; Number Concepts; Class Activities; Learner Engagement; Thinking Skills; Young Children; Computation; Educational Games; Problem Solving + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Zahlenraum; Number concept; Zahlbegriff; Denkfähigkeit; Frühe Kindheit; Educational game; Lernspiel; Problemlösen
Abstract	The teacher displayed counting cards that included both dots and numerals in order from one to five, as she counted them with her students. She then turned the cards facedown, keeping them in order, and began an identify-a-hidden-card activity with the class. This class was engaged in the third of three card activities that develop number sense and number skills. In this article, the authors describe how they have used and modified this activity both to develop mathematical competencies and to develop important higher-order, or executive function, skills. They conclude by providing strategies for modifying any mathematics activity to similarly get "double impact"--simultaneous development of young children's mathematical proficiencies and executive function skills. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01