Chinese Preschool Teachers' Use of Concept Development Strategies in Whole-Group Math Lessons and Its Effectiveness

Autor/inn/en	Deng, Tao; Hu, Bi Ying; Wang, X. Christine; Li, Yuanhua; Jiang, Chunlian; Su, Yijie; LoCasale-Crouch, Jennifer
Titel	Chinese Preschool Teachers' Use of Concept Development Strategies in Whole-Group Math Lessons and Its Effectiveness
Quelle	In: Early Education and Development, 34 (2023) 3, S.685-704 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2067428
Schlagwörter	Foreign Countries; Classroom Environment; Preschool Teachers; Concept Formation; Mathematical Concepts; Mathematics Instruction; Large Group Instruction; Instructional Effectiveness; Teaching Methods; Thinking Skills; Cognitive Processes; Preschool Children; Problem Solving; Classification; Questioning Techniques; Mathematical Logic; Relevance (Education); Brainstorming; Prediction; Prior Learning; China; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Problemlösen; Classification system; Klassifikation; Klassifikationssystem; Befragungstechnik; Fragetechnik; Mathematical logics; Mathematische Logik; Relevance; Relevanz; Vorhersage; Vorkenntnisse
Abstract	Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD identifies 12 specific cognitive strategies, grouped into four organizing indicators, and include analysis and reasoning, creating, integration, and connections to the real world. Results showed: (1) Chinese teachers rarely used strategies such as "connecting concepts," "integrating with previous knowledge," and "real-world applications"; (2) Over half of teachers' CD strategies failed to facilitate children's higher-order thinking. When teachers used "clarification/comparison" and "brainstorming" strategies, however, was positively associated with children's displaying high-level cognitive processes. Practice or Policy: Findings shed light on the need to promote effective CD strategies during math instruction for preschoolers and have implications for teachers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01