Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM)

Autor/inn/en	Hassan, Muhammad Nasiru; Abdullah, Abdul Halim; Ismail, Norulhuda; Suhud, Siti Norbazilah Ahmad; Hamzah, Mohd Hilmi
Titel	Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM)
Quelle	In: International Electronic Journal of Mathematics Education, 14 (2019) 1, S.15-31 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Mathematics Curriculum; STEM Education; Curriculum Development; Early Childhood Education; Foreign Countries; Teacher Education; Standards; Preschool Children; Learning Activities; Models; Teacher Attitudes; Specialists; Feedback (Response); Mathematics Instruction; Guidelines; Malaysia + Suchen Sie Ihr Suchwort? STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lehrerausbildung; Lehrerbildung; Standard; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernaktivität; Analogiemodell; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Richtlinien
Abstract	Background: Nowadays, the attention to integrate Science, Technology, Engineering and Mathematics (STEM) education to the existing curriculum is widely increasing around the world. In the early childhood education settings, many researchers have discussed the importance of early introduction to STEM education for children. However, the initiatives for curriculum development, teacher's preparation and standardisation in the early childhood setting are still limited in Malaysia. Therefore, this study aims to develop mathematics curriculum framework and activities for early childhood education based on STEM specifically for three- to four-year old children. In this study, the mathematics curriculum frameworks and activities based on STEM were developed according to the ADDIE model. A total of eight respondents consisting of experts and teachers participated in this study. The evaluation forms were distributed to the respondents to gather their feedback on the developed mathematics curriculum framework and activities for early childhood education based on STEM Results: From the data obtained, it can be concluded that the respondents give positive feedback on the developed mathematics curriculum framework and activities. However, there are still some rooms for improvement, the comments and recommendations from the respondents that will be used for future improvement of the developed products. Conclusions: Hence, from this study, it is hoped that more efforts and studies could be conducted by many parties to promote STEM in early childhood education. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01