A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. (June 2022)

• Record Type: Journal Article
• Authors: Yang, Weipeng; Luo, Haoran; Zeng, Yue
• Is Part Of: Teaching and teacher education. Volume 114(2022)
• Publication Date: 2022-06
• Subjects: Early mathematics knowledge -- Early childhood curriculum -- Intentional teaching -- Sustained shared thinking -- Video analysis; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103716
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This video-based study investigates the extent to which Chinese teachers intentionally teach mathematics knowledge to kindergarten children. Evidence revealed that intentional teaching with the key practice of sustained shared thinking occurred more in group activities than in learning centers; however, there was insufficient intentional teaching in both learning contexts. Counting/calculation was the mostly taught mathematics knowledge in the kindergartens, followed with shapes, comparing, measurement, and space/position. These findings show how the everyday curricular practices experienced by children afford evidence of their acquisition of mathematics knowledge. This study also informs how intentional teaching can be productive in facilitating children's mathematics learning. Highlights: Interaction and sustained shared thinking related to mathematics learning occurred more in group activities than in learning centers. Counting/calculation was the core of mathematics knowledge taught, followed with shapes, comparing, measurement and space/position. It is far from sufficient in terms of the frequency and coverage of intentional teaching among all mathematics concepts. Video analysis results demonstrate how intentional teaching can be productive in facilitating children's mathematics learning and development.