Technology can capture young children’s attention, motivate them, and help them construct early mathematics concepts in meaningful ways. This chapter examines the nature of children’s mathematics learning and how technology can support learning on three levels: (a) a teacher information resource; (b) teaching support; and (c) the learning process for children. It provides a description of how technology tools, when connected to sound inquiry-based pedagogy and formative assessment, can facilitate learning in today’s increasingly technological world. Considerations for future research as well as a list of relevant, practical resources for teachers to experiment with in their own classrooms are included.
This study investigates the relationship between high stakes college admissions tests and creativity. One hundred eighteen college students majoring in education were given the Epstein Creativity Competencies Inventory (ECC-I). We examined the total creativity competency score as well as the four different skill areas: Preserves new Ideas; Seeks Challenges: Broadens Skills and Knowledge; and Changes Physical and Social Environment. The students' ACT and SAT scores were compared with their scores on the ECC-I. Results indicate that students with lower ACT scores, scored higher overall on the creativity survey than students with high ACT scores. There was a negative correlation between the students Capturing creativity scores and their SAT scores. This indicates that students with higher SATs rated themselves lower in paying attention to and preserving new ideas; that is, capturing new ideas as they occur. There is a need in our society for innovative and creative thinkers, however, American colleges and universities are still predicting the ability to succeed in college with traditional measures.
Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.
Possible influences on ECE Professionals One controversy in early childhood education comes from the perceived theoretical basis for the field which identifies Developmentally Appropriate Practice (DAP) as the underlying conceptual framework for practice. DAP has been associated with what practitioners identify as age appropriate teaching in early childhood environments. This term comes from their interpretation of the work of Jean Piaget and his identification of developing cognitive maturation levels. Piaget's research identified levels of thinking that evolved as children developed and in no way identified teaching practices or recommended systems of
Commissioned annually by the British Council, the third Language Trends Wales report (2017) paints a worrying picture for non-indigenous languages in schools in Wales. Between 2002 and 2016, entries for modern foreign language qualifications at age sixteen (GCSE) dropped by 48%. Entries for advanced qualifications (A Level) at age eighteen have seen a similar drop, with the number today now half that of 2005. Funded by the Welsh Government, a student mentoring project is working in Wales to improve the uptake of modern foreign languages at GCSE in schools where uptake is low or in decline. This article evaluates the outcomes of this mentoring project over its first two phases (2015-16 and 2016-17). It analyses this mentoring initiative from two perspectives. Firstly, it examines the project as a strategic policy intervention, targeted at increasing uptake of modern foreign languages at GCSE and supporting curriculum reform in Wales. Secondly, the article assesses mentoring as a personal and professional intervention, supporting the lifelong learning of university students who were trained as mentors to work in secondary schools. By reviewing the impact of the project on both mentees and mentors, the article makes a case for mentoring as an intervention with capacity to build partnerships, broaden horizons and improve attitudes to language learning at a time of uncertainty about the UK's and Wales's place in the world.
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