‘You Are Already Bigger Than the Giraffe!’—The Use of Adjectives in Measurement Activities in Kindergarten

Keuch, Sarah; Brandt, Birgit

doi:10.1007/978-3-030-34776-5_22

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…Bjorklund and Barendregt (2016) revealed that teachers' mathematical pedagogical knowledge and their mathematical awareness are prerequisites for effectively encouraging children to explore mathematical phenomena in everyday situations and to enhance their conceptual development. Keuch and Brandt (2020), and Bruns et al…”

Section: Discussionmentioning

confidence: 95%

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

DEMIR

2022

Preprint

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This qualitative study investigates the awareness of preschool teachers regarding the importance of mathematics education. The study also examines their knowledge and perspectives on an effective early years math curriculum and pedagogy using a qualitative case study approach. The study sample included 27 teachers at preschools located in the southeast region of Turkey. Semi-structured interviews were conducted to obtain the required data. The interviews were audio-recorded and subsequently transcribed into full text in Turkish, with selected quotes being translated into English. The collated data were analyzed using an emergent coding approach. The teachers believed that providing a solid mathematical foundation in early childhood increases students’ engagement in future mathematics courses. However, in the absence of a formal early years mathematics curriculum, the findings indicate that early years teachers require pedagogical knowledge and a relevant curriculum to teach young children mathematics. This is necessary for the development of children's mathematical thinking and to broaden children’s understanding as to how they can improve their strategies for using math knowledge to solve problems.

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Section: Discussionmentioning

confidence: 95%

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

DEMIR

2022

Preprint

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“…Recent studies investigating the combined use of both digital and physical environments conclude that the synergies between physical and digital technologies expedite comprehension of the meaning of mathematical concepts [10,11]. On the other hand, many researchers have investigated the factors that influence interactive mathematical learning environments and conclude that teachers are the most influential factor impacting students' learning of mathematics and the learning environment [31][32][33][34], as teachers orchestrate and guide the use of physical and digital technologies in the classroom environment [35,36].…”

Section: Introductionmentioning

confidence: 99%

Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing

Alsaeed,

Aladil

2024

Education Sciences

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In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology into early mathematics classrooms. To understand the development of teachers’ beliefs, a half-year, content-based professional development program that incorporates interactive digital and physical environments was designed for this research on early childhood mathematics teachers (N = 58). We administered a questionnaire to measure teachers’ beliefs regarding employing an interactive technological environment in mathematics classrooms before and after engaging in an intervention program. In addition, a reflective writing strategy was implemented with the participants (N = 10) to understand the development of their beliefs about technology via an evaluation of their levels of reflection. In general, the research findings indicate that an interactive learning environment supports an improvement in teachers’ beliefs about technology. Furthermore, positive qualitative findings were drawn from the reflective writing essays of early childhood teachers. The qualitative findings indicate that an interactive environment enables teachers to be conscious of selecting effective math-specific technologies that facilitate children’s exploration and discovery of mathematics concepts.

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Research on early childhood mathematics teaching and learning

Björklund

Heuvel–Panhuizen

Kullberg

2020

ZDM Mathematics Education

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This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020-4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children's mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices.

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‘You Are Already Bigger Than the Giraffe!’—The Use of Adjectives in Measurement Activities in Kindergarten

Cited by 5 publications

References 9 publications

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing

Research on early childhood mathematics teaching and learning

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