NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ794883
Record Type: Journal
Publication Date: 2007
Pages: 30
Abstractor: Author
Reference Count: 72
ISBN: N/A
ISSN: ISSN-1476-718X
What Is Appropriate Mathematics Education for Four-Year-Olds?: Pre-Kindergarten Teachers' Beliefs
Lee, Joon Sun; Ginsburg, Herbert P.
Journal of Early Childhood Research, v5 n1 p2-31 2007
This study explored pre-kindergarten teachers' beliefs about the appropriateness of early mathematics education. Thirty pre-kindergarten teachers of four-year-olds, half working with low-SES children at publicly funded pre-kindergartens and the other half with middle-SES children at private pre-kindergartens, were interviewed concerning written vignettes describing two fictitious pre-kindergarten teachers' contrasting pedagogies concerning key issues in teaching mathematics to young children. The low-SES publicly funded pre-kindergarten teachers tended to support a strong focus on goal-based mathematics teaching at pre-kindergarten and at home to get children ready for kindergarten. The middle-SES private pre-kindergarten teachers tended to endorse flexible mathematics education relying on a child-centered curriculum and child-initiated learning and to oppose the instructional use of computers. Both groups, however, were similarly likely to mention that with increased academic demands, pre-kindergarten teachers needed to provide mathematics education, especially in simple arithmetic, albeit in a fun manner, without triggering stress or anxiety. These findings have significant implications for professional development. (Contains 5 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A