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oai:www.ideals.illinois.edu:2142/45405 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Westbury, Ian Perry, Michelle Lubienski, Sarah T. Walsh, Daniel J. Daniel J. Walsh Jang, Youn Joo 2013-08-22T16:39:14Z 2013-08-22T16:39:14Z 2013-08 2013-08-22T16:39:14Z 2013-08 Through interviews with 32 participants, this study cast a wide net in its attempt to understand four professional groups’ views on mathematics education for young children. These groups included (a) mathematicians, (b) teacher educators, (c) cognitive/developmental psychologists who study young children’s mathematics learning, and (d) preschool and kindergarten teachers. Both similarities and differences were found across groups. All participants have optimistic views on children’s mathematical ability. Newly suggested in this study, by psychologists, is to connect how children construct mathematical knowledge with pedagogical strategies. There was substantial agreement on the range of content areas that should be taught to young children. These included (a) number sense and operations, (b) algebraic thinking, (c) geometry, (d) measurement, and (e) data analysis. Mathematicians suggested an ideal sequence for teaching mathematical content areas. All four groups addressed three substantial ideas related to pedagogy: (a) instilling a positive attitude about math, (b) using diverse teaching strategies, and (c) finding various ways to support teachers. Teacher educators were particularly concerned that current teacher education programs do not prepare teachers well enough to teach math effectively because of the limited number of required courses related to teaching math. Implications for practice and suggestions for further research are presented. A critical goal for future research should be to get these four groups talking with each other. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-05-28T19:38:12Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 dissertation_Jang_Youn Joo.docx: 557494 bytes, checksum: b1684af94ef0dc28dcd31a9bd3e7713a (MD5) Jang_Youn Joo.pdf: 1716210 bytes, checksum: 2adc6fbcf765aa49ab43ed28078d18b8 (MD5) Made available in DSpace on 2013-08-22T16:39:14Z (GMT). No. of bitstreams: 3 Youn Joo_Jang.pdf: 1716347 bytes, checksum: 2ca530981a0b0f11d3b72ff817c56a2a (MD5) dissertation_Jang_Youn Joo.docx: 557494 bytes, checksum: b1684af94ef0dc28dcd31a9bd3e7713a (MD5) license.txt: 4061 bytes, checksum: 419a5fd619e3d32e855a2b2d9b3858bb (MD5) http://hdl.handle.net/2142/45405 en Copyright 2013 Youn Joo Jang young children mathematics education children's mathematical cognition mathematics content pedagogy Perspectives on mathematics education for young children text Curriculum and Instruction 1613 Curriculum and Instruction 1144 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD: Curriculum & Instr -UIUC 10KS1144PHD