Teaching Early Mathematical Skills to 3- to 7-Year-Old Children--Differences Related to Mathematical Skill Category, Children's Age Group and Teachers' Characteristics

Autor/inn/en	Parviainen, Piia; Eklund, Kenneth; Koivula, Merja; Liinamaa, Tarja; Rutanen, Niina
Titel	Teaching Early Mathematical Skills to 3- to 7-Year-Old Children--Differences Related to Mathematical Skill Category, Children's Age Group and Teachers' Characteristics
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 7, S.1961-1983 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parviainen, Piia) ORCID (Eklund, Kenneth) ORCID (Koivula, Merja) ORCID (Liinamaa, Tarja) ORCID (Rutanen, Niina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10341-y
Schlagwörter	Early Childhood Education; Young Children; Mathematics Skills; Age Differences; Teacher Characteristics; Mathematics Instruction; Early Childhood Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Mathematics lessons; Mathematikunterricht; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This study explored teaching early mathematical skills to 3- to 7-year-old children in early childhood education and care (ECEC) and pre-primary education. Teachers in ECEC (N = 206) answered a web survey. The first aim was to determine whether teaching frequency or pedagogical awareness of teaching early mathematical skills varied according to the category of skills (numerical skills, spatial thinking skills and mathematical thinking and reasoning skills) and whether children's age group moderated these differences. The second aim was to explore to what extent teacher-related characteristics and children's age group explained variations in teaching frequency concerning early mathematical skills. Results from repeated MANOVAs demonstrated that the frequency and pedagogical awareness of teaching early mathematical skills depended on the skill category and that children's age group moderated these differences. In 5- to 6-year-olds and 6- to 7-year-olds, numerical skills were taught more often than spatial thinking skills, whereas in 3- to 5-year-olds, they were taught as frequently. In all age groups, mathematical thinking and reasoning skills were taught the least. Pedagogical awareness was lowest in teaching spatial thinking skills in all age groups, but only in 6- to 7-year-olds was teachers' pedagogical awareness in teaching numerical skills higher than in the two other categories. According to a univariate analysis of variance, pedagogical awareness and mathematics professional development programmes were strongly associated with teaching frequency in all skill categories. The results emphasise that children's opportunities to learn early mathematical skills depend on teachers' characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01