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ERIC Number: EJ939112
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1350-293X
Schematising in Early Childhood Mathematics Education: Why, When and How?
Dijk, Eelje F.; van Oers, Bert; Terwel, Jan
European Early Childhood Education Research Journal, v12 n1 p71-83 2004
Discussions about the beginnings of mathematics education in early childhood are often caught up in a dilemma: should we stimulate spontaneous actions or provide direct instruction about elementary number-related actions? In this article we argue that either approach is problematic and neither is an optimal way of promoting the development of mathematical thinking. Using a socio-cultural perspective, we propose an emergent approach that integrates both the child's personal constructions and the educator's pedagogical responsibilities. From this stance, we conceptualise mathematical thinking as a form of semiotic activity. Early semiotic activity can be identified in schematising activities in early childhood play. Educationally important questions are then: What are our arguments for introducing schematising activities in early childhood education? And how can educators organise schematising activities in early childhood education? This article gives an overview of some theoretical and empirical arguments drawn from learning theory and developmental theory. It also provides theory-driven descriptions of exemplary practices that can be seen as promising starting points for early mathematics education. (Contains 3 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 - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands