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Digital Natives Come to Preschool: Implications for Early Childhood Practice
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Zevenbergen, Robyn – Contemporary Issues in Early Childhood, 2007
This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This…
Descriptors: Early Childhood Education, Young Children, Family Environment, Teaching Methods
The Construction of a Mathematical "Habitus": Implications of Ability Grouping in the Middle Years
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Zevenbergen, Robyn – Journal of Curriculum Studies, 2005
Ability grouping is a common practice in many mathematics classrooms. Its negative effects on students have been documented in research spanning two decades or more, and yet it is still widely implemented--in some countries even mandated. Using data from interviews with Australian students in the compulsory years of secondary schooling (14-16…
Descriptors: Mathematics Instruction, Ability Grouping, Foreign Countries, Self Concept
Primary Preservice Teachers' Understandings of Volume: The Impact of Course and Practicum Experiences
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Zevenbergen, Robyn – Mathematics Education Research Journal, 2005
Mathematics teacher education programs are designed with an intention, explicit or implicit, to produce graduates who are competent in both pedagogic knowledge and discipline knowledge. This paper explores students' experiences in coming to learn mathematics and mathematics education. Using an example from a quiz question, supplemented with…
Descriptors: Preservice Teachers, Practicums, Teaching Experience, Teacher Education Programs