Analysing the implemented curriculum of mathematics in preschool education

Zacharos, Konstantinos; Koustourakis, Gerasimos; Papadimitriou, Κonstantina

doi:10.1007/s13394-013-0086-3

Cited by 7 publications

(10 citation statements)

References 21 publications

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“…Additionally, in attempts to target lesson objectives and standards, as well as implement a new mathematical curriculum, research suggests that practicing teachers have difficulties in enacting and integrating lessons and the curriculum as intended (Brown et al, 2009; Moloi et al, 2008; Zacharos et al, 2014), which may be mediated by an over-reliance on textbooks (Henry and Brown, 2008), inadequate resources (Hu et al, 2014), or a lack of evidence-based strategies (Phillips and Morse, 2011). On the other hand, in a study conducted by Stein and Kaufman (2010), the findings indicated that practicing teachers’ implementation of the Investigations (textbook series) afforded them opportunities to maintain high cognitive demand, attend to students’ thinking and reasoning, and plan lessons with big mathematical ideas in mind when compared to practicing teachers’ implementation of the Everyday Mathematics (textbook series).…”

Section: Resultsmentioning

confidence: 99%

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Linder

Simpson

2017

Contemporary Issues in Early Childhood

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This article presents the results of a literature review spanning 15 years (2000–2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers’ practice.

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Section: Resultsmentioning

confidence: 99%

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Linder

Simpson

2017

Contemporary Issues in Early Childhood

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“…Math has a high status in the Greek curriculum since it is considered an essential subject (Koustourakis, 2007;Koustourakis & Zacharos, 2011;Lavidas et al, 2022;Shiakalli et al, 2017;Zacharos et al, 2014). The Greek kindergarten curriculum for teaching mathematics is based…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In the next stage, students should be able to group objects in pairs, triads, and groups of five, and vice versa, and to distribute objects into pairs, triads etc. in order to become familiar with multiplication and division (Zacharos et al, 2014).…”

Section: Eleftheriadi Et Al | 61mentioning

confidence: 99%

Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Eleftheriadi¹,

Lavidas²,

Koustourakis³

et al. 2023

EDUPIJ

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Background/purpose -Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods -Data were collected through semi-structured interviews and analyzed according to content analysis methodology.Results -The study's results showed that 5-6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion -The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.

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“…Samspelet mellan lärare och barn ökar i omfattning och barnen kan utveckla en grund för informell matematik och bättre förberedas för skolan. En ny läroplan genererar vanligtvis inga förändringar om den inte följs med professionell utveckling, menar en del forskare (Clements & Samara, 2008;Macnab, 2003;Zacharos, Koustourakis & Papadimitriou, 2014).…”

Section: Kognitiva Färdigheterunclassified

“…Därutöver stöttar aktiviteterna barnen i sina positioneringar som "being" (visa förmåga i nuläget) och "becoming" (göra framsteg inför sin resa mot vuxen ålder), (Alrø och Høines, 2010;Lembrer & Meaney, 2014;Presmeg, 2012). Forskning visar däremot att denna kombination är ovanlig och att läraren använder antingen det ena tillvägagångssättet eller det andra, beroende på barnens bakgrund och utbildningsgrad eller förskolans placering Biesta, 2011;Macnab, 2003;Sun Lee & Ginsburg, 2007;Zacharos, Koustourakis & Papadimitriou, 2014).…”

Section: Olika Sätt Att Undervisaunclassified

Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik

Delacour¹

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The purpose of this chapter is to investigate how some preschool teachers interpret mathematics goals in the Swedish preschool curriculum. The ways in which these preschool teachers transform, clarify and concretise the mathematics goals are analysed. The data indicates a tendency towards two different approaches of interpreting and implementing mathematics: a comprehensive approach and an academic approach. Based on these preschool teachers' interpretation and implementation of the mathematics goals, consequences in the form of qualification, socialisation and subjectification will be discussed.

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Analysing the implemented curriculum of mathematics in preschool education

Cited by 7 publications

References 21 publications

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Förskollärare och det önskvärda matematiska barnet: förväntningar och diskurser i förskolepraktik

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