Teaching and Learning Mathematics in Early Childhood Programs

Baroody, Arthur J.; Clements, Douglas H.; Sarama, Julie

doi:10.1002/9781119148104.ch15

Cited by 38 publications

(36 citation statements)

References 50 publications

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“…Therefore, having acute interaction opportunities helped them learn mathematics skills effectively. These findings are also in line with the previous findings of the studies (Aydin, & Biyikli, 2017;Baroody, Clements & Sarama, 2019;Evcim & İpek, 2013).…”

Section: Resultssupporting

confidence: 93%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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The prime purpose of the current study was to investigate the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and determine the effect of Jigsaw strategy on the mathematics achievement of middle-grades grade-two students. The current study included 80 students who were enrolled in the mathematics lessons in 2017-2018 academic year. Of the total sample, forty were included in an experimental group and forty were in control group. The experimental group was given Jigsaw strategy intervention whereas the control group was taught following existing traditional method (teacher-centred). The findings of the study showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students. Additionally, the findings also revealed that experimental group students also exhibited positive attitude towards the mathematics lessons. These overall findings have some implications on learning and teaching of mathematics in Iraq context. This study also provides ample evidences that teacher-centered method is obsolete and ineffective especially in teaching mathematics.

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Section: Resultssupporting

confidence: 93%

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Abed¹,

Sameer²,

Kasim³

et al. 2019

INT ELECT J MATH ED

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“…Previous studies found that working on the jigsaw task would create an exciting environment in the class, which in turn could reflect positively on learners' performance (Azmin, 2016;Gull & Shehzad, 2015;Hamadneh, 2017). Further, students working with others in the jigsaw group shared knowledge, engaged in critical discussion, and interacted with others, which helped them to improve and learn more effectively (Aydin & Biyikli, 2017;Baroody, Clements & Sarama, 2019;Evcim & İpek, 2013). The findings of this research seem to be in line with previous studies (Samuel, 2018;Sudrajat et al, 2019;Suresh & Reddy, 2017), as they found some benefits of using the jigsaw task.…”

Section: Discussionsupporting

confidence: 87%

“…Furthermore, using the jigsaw task could help learners to enhance their community in a class (Samuel, 2018;Sudrajat, Iasha & Femayati, 2019;Suresh & Reddy, 2017). So, learners might have good relationships, helping them to share knowledge and exchange experiences Ayden & Biyikli, 2017; Baroody, Clements & Sarama, 2019;Evcim & İpek, 2013).…”

Section: Self-regulated Learning and Jigsaw Taskmentioning

confidence: 99%

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

Alfares¹

2020

AWEJ

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This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.

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“…Acknowledgement of young children's abilities to grasp mathematical ideas together with emphasis on the importance of involving young children in activities connected with mathematics have rapidly grown in recent years (Baroody, Clements, & Sarama, 2019;Clarke, Clarke, & Roshe, 2011;Greenes, Ginsburg, & Balfanz, 2004;Lee & Ginsburg, 2007;Ginsburg et al, 2008;NAEYC, 2010;National Research Council, 2009). Greenes et al (2004) describe children's competences when field testing the program Big Math for Little Kids: "…we observed children doing mathematical work at a higher level than we expected.…”

Section: Theoretical Background Engaging In Geometry Activities In Thmentioning

confidence: 99%

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Markovits¹,

Patkin²

2020

INT ELECT J MATH ED

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This study aims to explore in-service preschool teachers' attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34 different preschools and kindergartens participated in the study and responded to a questionnaire comprised of closed and open items. Regarding their attitudes and beliefs, the preschool teachers were asked about: the meaning of geometry; affinity for geometry, importance of geometry; need to use accurate mathematical language, and about their enjoyment of engaging young children in activities connected with learning geometry. As to the knowledge of shapes and solids, the preschool teachers were asked to describe or define shapes and solids, name shapes and solids and distinguish between rectangles and other shapes. The results illustrate that most of the preschool teachers like geometry or expressed a neutral position towards geometry, but some hate geometry. Most of the preschool teachers comprehend the importance of engaging in activities that relate to geometry in preschool and enjoy involving young children in activities connected with learning geometry. As to the use of accurate language, most of the preschool teachers maintain that accurate mathematical language should be applied when preschool children aged 3-6 deal with shapes and solids. Yet, only about half of them believe that it is necessary to use accurate language when the children are at an earlier age. Certain preschool teachers lack the knowledge to name shapes and solids, even those which are part the mathematics curriculum for ages 3-6. They exhibited difficulties in using accurate mathematical language when describing shapes and solids, and were influenced by the shapes' visual appearance rather than by their definitions and properties. It is recommended that preschool teachers attend further development programs so they can appropriately involve young children in activities connected to learning geometry, as required by the curriculum.

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Teaching and Learning Mathematics in Early Childhood Programs

Cited by 38 publications

References 50 publications

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

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