Developing Mathematical Patterning in ECE Classrooms: Participatory Research with Teachers of 3-5-Year-Olds

Autor/in	Gripton, Catherine
Titel	Developing Mathematical Patterning in ECE Classrooms: Participatory Research with Teachers of 3-5-Year-Olds
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 3, S.326-342 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gripton, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2108097
Schlagwörter	Mathematics Education; Early Childhood Education; Mathematics Curriculum; Early Childhood Teachers; Teacher Characteristics; Teaching Methods; Mathematics Instruction; Preschool Children; Foreign Countries; Praxis; Mathematical Concepts; Pattern Recognition; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Mustererkennung
Abstract	Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, pattern teaching has the potential to empower children to notice patterns, mathematise their everyday experiences and engage in mathematical sense-making. This study investigated how to harness this potential. It reports on participatory research with ten teachers of three to five-year-old children in England as they developed pattern teaching in their classrooms. Findings indicate that teacher knowledge, pedagogic interactions and pattern-rich environments (all underpinned by an appropriate developmental progression and extended to form a setting-wide shared approach) support the development of patterning praxis in early childhood classrooms. These offer potential priorities for ECE teachers in developing their patterning praxis in order to support children's mathematical learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01