Assessment of the Practices for Early Mathematics Thinking in Preschools of Pasaje City, Ecuador

Autor/inn/en	Reyes-Cedeno, Clelia Consuelo; Rivas-Cun, Hector Ivan; Espinoza-Cevallos, Carmen Elizabeth; Rojas-Garcia, Carlos R.
Titel	Assessment of the Practices for Early Mathematics Thinking in Preschools of Pasaje City, Ecuador
Quelle	In: European Journal of Educational Research, 8 (2019) 4, S.1063-1070 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Preschool Curriculum; Mathematics Curriculum; Mathematics Instruction; Mathematics Education; Numeracy; Spatial Ability; Mathematical Aptitude; Geometry; Educational Practices; Barriers; Family Environment; Socioeconomic Status; Family Literacy; Ecuador + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Rechenkompetenz; Räumliches Vorstellungsvermögen; Geometrie; Bildungspraxis; Familienmilieu; Socio-economic status; Sozioökonomischer Status
Abstract	Preschool education is fundamental to shape children's aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a result, the safeguarding of a good children's education appears to be lessened. This work aimed to evaluate the mathematics thinking practices in preschools of Pasaje city, Ecuador. The investigation employed a descriptive approach, hence data were collected from 65 teachers and 810 parents from public and private preschools by means of interviews and questionnaire in an attempt define some causes (teacher's education, children's socio-economical and family circumstances) that impair the initiation of the numerical, spatial and metric and geometric aptitudes in children. The results showed that not only preschool practices but also the home environment linked to socio-economic status appear to have positive or unfavorable influences on their children's education. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01