Developing Informal Mathematics in Early Childhood Education

Autor/inn/en	Alsina, A.; Berciano, A.
Titel	Developing Informal Mathematics in Early Childhood Education
Quelle	In: Early Child Development and Care, 190 (2020) 13, S.2013-2031 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsina, A.) ORCID (Berciano, A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1555823
Schlagwörter	Mathematics Instruction; Numeracy; Preschool Children; Task Analysis; Informal Education; Gender Differences; Age Differences; Sensory Integration; Teaching Methods; Manipulative Materials; Foreign Countries; Preschool Education; Spain + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Informelle Bildung; Nichtformale Bildung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sensorische Integration; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Ausland; Spanien
Abstract	The actions carried out by children are a mechanism that enables them to come into contact with their environment, assimilating it, acting on it, and thereby transforming it. From this perspective, an exploratory study has been designed to analyse the actions carried out by 87 children aged 1-3 years old in two task-situations involving the manipulation of materials. These actions have been linked to the acquisition of early informal mathematics knowledge according to gender, the type of action and age. The results show that there are no differences in relation to gender and that the types of actions appear in a gradual way, depending on the type of contents and the children's age: actions related to sensory qualities and numbers and operations are the most common; actions related to positions and forms appear around age 2, and actions associated with measurable attributes appear from approximately 3 years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01