Mathematics Education in Early Childhood: Focus on the Developing Child. Teacher Education Forum; Volume 4, Number 11.

Autor/in	Smith, Robert F.
Institution	Indiana Univ., Bloomington. School of Education.
Titel	Mathematics Education in Early Childhood: Focus on the Developing Child. Teacher Education Forum; Volume 4, Number 11.
Quelle	(1976), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Cognitive Ability; Cognitive Development; Cognitive Processes; Elementary School Mathematics; Instructional Design; Mathematics Teachers; Number Concepts; Numbers; Preservice Teacher Education; Student Teaching; Teacher Educators; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Kindesentwicklung; Denkfähigkeit; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Elementare Mathematik; Schulmathematik; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Number concept; Zahlbegriff; Zahlenraum; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Field experience during teacher preparation enables the prospective teacher to observe children as they develop -- emotionally, socially, intellectually, and physically. Children, at different stages of development, exhibit characteristics of behavior which may or may not affect how and what they learn in the formal classroom environment. Thus, the teacher must be able to relate pedagogy to the developmental level of each child. The assignment described concerns mathematics instruction in the early childhood grades and is based on the implications of Jean Piaget's research and writing regarding a basic in the development of numerical understanding--the ability to conserve number. The assignment involves administering three to four Piagetian-type tasks to a child, analyzing the child's responses according to Piagetian theory, noting the relationship between the child's cognitive skills and mathematics ability, and planning a program in mathematics instruction based on the child's apparent level of cognitive functioning. The prime significance of this assignment lies in the prospective teacher's questioning, probing, and discussion of the child's responses and, thus, a refinement in the teacher's understanding of children's thinking skills. (JMF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC