Spontaneous Mathematical Moments between Caregiver and Child during an Engineering Design Project

Autor/inn/en	Simpson, Amber; Zhong, Qiu; Maltese, Adam
Titel	Spontaneous Mathematical Moments between Caregiver and Child during an Engineering Design Project
Quelle	In: Early Childhood Education Journal, 51 (2023) 2, S.211-222 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01296-w
Schlagwörter	Caregiver Child Relationship; Mathematics Instruction; Engineering; Robotics; Mathematical Concepts; Visualization; Teaching Methods; Child Caregivers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Maschinenbau; Robotertechnik; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung
Abstract	Research studies support caregivers' involvement in children's mathematical journeys, as foundational to their cognitive development and academic success as mathematical learners. The purpose of this intrinsic case study was to understand how a caregiver initiated and/or continually engaged their child in spontaneous mathematical moments during a family engineering project. Through the analysis of approximately 13.5 hours of video data, we identified three ways in which a caregiver guided, supported, and challenged their child through a shared endeavor of designing a remote-controlled delivery robot--discussing mathematical concepts and engaging in mathematical practices; encouraging use of physical objects, tools, and materials for mathematical application and visualization; questioning that invited mathematical exploration, contribution of ideas, and reasonableness of responses. These findings highlight caregivers' potential to engage their children in mathematics through guided participation in an out-of-school learning context not designed to elicit mathematical moments. Implications for how early childhood practitioners can develop opportunities and supports for caregivers and children to engage in mathematics in a variety of learning environments is included in the discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01