A Good Foundation for Number Learning for Five-Year-Olds? An Evaluation of the English Early Learning "Numbers" Goal in the Light of Research

Autor/in	Gifford, Sue
Titel	A Good Foundation for Number Learning for Five-Year-Olds? An Evaluation of the English Early Learning "Numbers" Goal in the Light of Research
Quelle	In: Research in Mathematics Education, 16 (2014) 3, S.219-233 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2014.895677
Schlagwörter	Mathematics; Mathematics Instruction; Numbers; Number Concepts; Preschool Children; Foreign Countries; Mathematics Curriculum; Numeracy; Mathematics Skills; Problem Solving; Computation; Mathematics Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Zahlenraum; Number concept; Zahlbegriff; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathmatics sikills; Mathematical ability
Abstract	This article sets out to evaluate the English Early Years Foundation Stage Goal for Numbers, in relation to research evidence. The Goal, which sets out to provide "a good foundation in mathematics", has greater breadth of content and higher levels of difficulty than previous versions. Research suggests that the additional expectations are unachievable by the majority of rising fives, but that a more effective foundation to ensure progress and prevent later difficulties would prioritise number sense with numbers to 10, including subitising, numeral comprehension, relative number size, one more/less than and part-whole relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01