Previous research indicates that, prior to entering kindergarten, most children are exposed to some type of formal or direct mathematics instruction. However, the type of mathematical language and the frequency of its use vary greatly in terms of its emphasis on academic content. This study investigated the types and frequency of mathematical language used in six classrooms for children ranging in age from birth to five years. The study site was a quality early childhood setting at a state university in Southwest. Results indicated that utterances pertaining to spatial relations exceeded any other type of mathematical concepts by approximately twice the frequency. In addition, there was a paucity of higher level mathematical concepts observed. These data suggest a need for enhanced attention to higher level mathematical concepts explored in early childhood settings.
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 1 month ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 1 month ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 1 month ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 6 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 1 year ago