Teacher Support for 5-Year-Old Children's Mathematical Understanding :

• Sakakibara Tomomi

  東京学芸大学

Bibliographic Information

Other Title

• 5歳児の数量理解に対する保育者の援助 :
• 5歳児の数量理解に対する保育者の援助 : 幼稚園での自然観察にもとづく検討
• 5サイジ ノ スウリョウ リカイ ニ タイスル ホイクシャ ノ エンジョ : ヨウチエン デ ノ シゼン カンサツ ニ モトズク ケントウ
• 幼稚園での自然観察にもとづく検討
• Naturalistic Observations in Japanese Preschools

Abstract

The present study was aimed at investigating preschool teachers' support for 5-year-old children's mathematical understanding by examining types and frequency of mathematical activity practiced in preschools, as well as details of the teachers' support in such activities. Ten preschool classrooms were observed for a total of 20 days. As a result, no activities focuses on teaching mathematics were observed. However, teachers' behaviors to support children's mathematical understanding were found fairly frequently in varieties of activities in which teachers' goal was other than teaching mathematics. Teachers embedded mathematics in everyday activities, for example, by letting children collect certain number of materials when creating art projects, by asking the number of children who were present in the classroom when taking attendance, and by introducing children games that require the use of numbers.

Journal

• RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN

  RESEARCH on EARLY CHILDHOOD CARE and EDUCATION in JAPAN 52 (1), 19-30, 2014

  JAPAN SOCIETY of RESEARCH on EARLY CHILDHOOD CARE and EDUCATION

Keywords

• mathematical understanding
• preschool activities
• naturalistic observation
• preschool teachers
• young children

Details

• CRID: 1390001205770455040
• NII Article ID: 110009841510
• NII Book ID: AN10378027
• DOI: 10.20617/reccej.52.1_19
• ISSN: 24241679
• ISSN: 13409808
• NDL BIB ID: 025779202
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I025779202
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed