Cross-Cultural Comparisons of Early Mathematics Pedagogies in the Context of Unit Block Play

Abstract

Unit blocks provide children with numerous math learning opportunities. However, teachers' mathematics pedagogies during block play are under-studied. This paper presents the results of an interview study designed to describe and compare the pedagogies of early childhood teachers in the U.S. and Hong Kong on math teaching and learning during unit block play. Qualitative analysis indicated teachers from both groups addressed the benefits of self-exploration while more U.S. teachers emphasized the importance of teachers' scaffolding. The differences in teachers' purpose of joining block play and specific teaching strategies revealed Hong Kong teachers used more teacher-directed approach, whereas U.S. teachers tended to follow the guided play approach. Implications for teacher education and policy-making are discussed.