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Article de revue:
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ID no. (ISBN etc.): 0966-9760
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Clé de citation BibTeX: Gifford2004
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Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), pp. 99–115.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:05 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:23:35
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: cognitive development, Cognitive Processes, Curriculum, English mathematics curriculum, Learning, Learning Strategies, mathematical learning, Mathematics Education, mathematics pedagogy, multisensory learning, Preschool Students, self esteem, Self Esteem, Teaching Methods, teaching strategies
Auteurs: Gifford
Collection: International Journal of Early Years Education
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Nombre de vues: 353
Popularité: 32.06%
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Résumé
The new English mathematics curriculum for three to five year olds requires adults to teach number. How this should be done is not clear: this article looks at current theory and research in order to recommend some teaching strategies. A new mathematics pedagogy is proposed, based on holistic principles and considering children's mathematical learning in terms of cognitive, physical, social and emotional aspects. A range of cognitive processes, an emphasis on large-scale activity and multisensory learning, concern for children's self-esteem and agency in their own learning, diverse home experiences and supportive pair and group situations are identified as key features. Teaching strategies therefore need to take account of these, for instance by avoiding direct questioning. This framework is then applied to two official English guidance documents, which are found to give mixed and conflicting messages, and inappropriate recommendations. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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