File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Comparative cultural perspectives of early mathematics teaching and learning during unit block play
| Title | Comparative cultural perspectives of early mathematics teaching and learning during unit block play |
|---|---|
| Authors | |
| Issue Date | 2017 |
| Publisher | American Educational Research Association. |
| Citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017
How to Cite? |
| Abstract | A myriad of important geometry learning outcomes are inherent in blocks. Little is known about whether teachers understand the unique mathematical teaching opportunities provided by these blocks. This poster presented the preliminary results of a study designed to describe and compare the beliefs of early childhood teachers in the U.S. and in Hong Kong about math teaching and learning during unit block play. Qualitative analysis indicates that participants from both groups emphasized outcomes other than math, such as social, language. They had limited understanding of math concepts and processes inherent in blocks. When asked to focus on math, US teachers attended to individual needs whereas Hong Kong teachers kept specific concept in mind. Implications for professional development were discussed. |
| Description | Session: STEAM Learning and Teaching in Early Childhood |
| Persistent Identifier | http://hdl.handle.net/10722/245726 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Hsieh, WY | - |
| dc.contributor.author | McCollum, JA | - |
| dc.date.accessioned | 2017-09-18T02:15:49Z | - |
| dc.date.available | 2017-09-18T02:15:49Z | - |
| dc.date.issued | 2017 | - |
| dc.identifier.citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/245726 | - |
| dc.description | Session: STEAM Learning and Teaching in Early Childhood | - |
| dc.description.abstract | A myriad of important geometry learning outcomes are inherent in blocks. Little is known about whether teachers understand the unique mathematical teaching opportunities provided by these blocks. This poster presented the preliminary results of a study designed to describe and compare the beliefs of early childhood teachers in the U.S. and in Hong Kong about math teaching and learning during unit block play. Qualitative analysis indicates that participants from both groups emphasized outcomes other than math, such as social, language. They had limited understanding of math concepts and processes inherent in blocks. When asked to focus on math, US teachers attended to individual needs whereas Hong Kong teachers kept specific concept in mind. Implications for professional development were discussed. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA Annual Meeting 2017 | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Comparative cultural perspectives of early mathematics teaching and learning during unit block play | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Hsieh, WY: wyhsieh@hku.hk | - |
| dc.identifier.authority | Hsieh, WY=rp01812 | - |
| dc.identifier.hkuros | 278719 | - |
| dc.publisher.place | United States | - |