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Article: Play-Based Mathematics Activities as a Resource for Changing Educator Attitudes and Practice
Title | Play-Based Mathematics Activities as a Resource for Changing Educator Attitudes and Practice |
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Authors | |
Keywords | teacher beliefs curriculum early childhood mathematics maths talk play-based mathematics teacher attitudes |
Issue Date | 2016 |
Citation | SAGE Open, 2016, v. 6, n. 2 How to Cite? |
Abstract | © 2016, © The Author(s) 2016. This multiple case study explored early childhood educators’ implementation of a suite of play-based mathematics activities with children aged 3 to 5 years in six different early childhood education and care programs in Melbourne, Australia. Educators approached the enactment of the activities differently; however, those educators who used the activities reasonably frequently and with attention to the underpinning mathematical concepts reported an increase in their self-confidence in supporting children’s mathematical thinking. For these educators, increasing self-confidence, in conjunction with children’s enthusiasm, led to increased frequency and further gains in self-confidence. Some educators did not implement the activities and no change in attitude was observed. New ways to support early childhood mathematics teaching practice, as a means to challenge entrenched attitudes and beliefs, are needed. |
Persistent Identifier | http://hdl.handle.net/10722/273675 |
ISSN | 2023 Impact Factor: 2.0 2023 SCImago Journal Rankings: 0.507 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Church, Amelia | - |
dc.contributor.author | Tayler, Collette | - |
dc.date.accessioned | 2019-08-12T09:56:20Z | - |
dc.date.available | 2019-08-12T09:56:20Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | SAGE Open, 2016, v. 6, n. 2 | - |
dc.identifier.issn | 2158-2440 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273675 | - |
dc.description.abstract | © 2016, © The Author(s) 2016. This multiple case study explored early childhood educators’ implementation of a suite of play-based mathematics activities with children aged 3 to 5 years in six different early childhood education and care programs in Melbourne, Australia. Educators approached the enactment of the activities differently; however, those educators who used the activities reasonably frequently and with attention to the underpinning mathematical concepts reported an increase in their self-confidence in supporting children’s mathematical thinking. For these educators, increasing self-confidence, in conjunction with children’s enthusiasm, led to increased frequency and further gains in self-confidence. Some educators did not implement the activities and no change in attitude was observed. New ways to support early childhood mathematics teaching practice, as a means to challenge entrenched attitudes and beliefs, are needed. | - |
dc.language | eng | - |
dc.relation.ispartof | SAGE Open | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | teacher beliefs | - |
dc.subject | curriculum | - |
dc.subject | early childhood | - |
dc.subject | mathematics | - |
dc.subject | maths talk | - |
dc.subject | play-based mathematics | - |
dc.subject | teacher attitudes | - |
dc.title | Play-Based Mathematics Activities as a Resource for Changing Educator Attitudes and Practice | - |
dc.type | Article | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.1177/2158244016649010 | - |
dc.identifier.scopus | eid_2-s2.0-84977557374 | - |
dc.identifier.volume | 6 | - |
dc.identifier.issue | 2 | - |
dc.identifier.isi | WOS:000380352000051 | - |
dc.identifier.issnl | 2158-2440 | - |