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ERIC Number: EJ809806
Record Type: Journal
Publication Date: 2008-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0957-5146
Mathematics Teaching during the Early Years in Hong Kong: A Reflection of Constructivism with Chinese Characteristics?
Ng, Sharon S. N.; Rao, Nirmala
Early Years: An International Journal of Research and Development, v28 n2 p159-172 Jul 2008
This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre-primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child-centered, play-based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong