What Is Teaching Mathematics to Young Children? A Theoretical Perspective and Case Study

Autor/inn/en	Ginsburg, Herbert P.; Amit, Miriam
Titel	What Is Teaching Mathematics to Young Children? A Theoretical Perspective and Case Study
Quelle	In: Journal of Applied Developmental Psychology, 29 (2008) 4, S.274-285 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2008.04.008
Schlagwörter	Mathematics Education; Teacher Effectiveness; Disadvantaged Youth; Early Childhood Education; Pedagogical Content Knowledge; Mathematics Instruction; Case Studies; Abstract Reasoning; Professional Development; Mathematics Teachers; Teacher Education + Suchen Sie Ihr Suchwort? Mathematische Bildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Abstraktes Denken; Denken; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung
Abstract	There now appears to be widespread agreement that early childhood mathematics education (ECME) should be implemented on a wide scale, particularly for disadvantaged children. Yet little is known about the teaching of early mathematics. The goal of this paper is to demystify the process. We analyze one early childhood teacher's work as she attempts to implement an extended activity on mapping. Her efforts reveal the myriad activities involved in teaching mathematics to young children. Her teaching entails all the processes involved in teaching mathematics to older children, including profound knowledge of the subject matter, pedagogical content knowledge, lecturing, introduction of symbolism, and connecting everyday experience to abstract ideas. Teaching early mathematics to young children is essentially the same as teaching it to older children. The implications of this observation for professional development are enormous: extensive pre-service and in-service education is necessary to train a new generation of effective teachers of early mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10