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ERIC Number: EJ855895
Record Type: Journal
Publication Date: 2009-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0966-9760
Early Childhood Mathematics Teaching: Challenges, Difficulties and Priorities of Teachers of Young Children in Primary Schools in Ireland
Dunphy, Elizabeth
International Journal of Early Years Education, v17 n1 p3-16 Mar 2009
Issues of pedagogy are critical in all aspects of early childhood education. Early childhood mathematics is no exception. There is now a great deal of guidance available to teachers in terms of high-quality early childhood mathematics teaching. Consequently, the characteristics of high-quality early childhood mathematics education are clearly identifiable. Issues such as building on young children's prior-to-school knowledge; engaging children in general mathematical processes; and assessing and documenting children's learning are some of the key aspects of high-quality early childhood mathematics education. The extent to which teachers of four- and five-year-old children in primary schools in Ireland incorporate current pedagogical guidance in early childhood mathematics education was explored in 2007 in a nationally representative questionnaire survey of teachers of four- and five-year-old children attending primary schools. This paper presents some of the findings of the study in relation to teachers' self-reported challenges, difficulties and priorities in teaching early childhood mathematics. Implications are drawn for professional development, curriculum guidance and educational policy. (Contains 4 tables.)
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: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland