Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones

被引：15

作者：

Jacobi-Vessels, Jill L. ^{[1
]}

Brown, E. Todd ^{[1
]}

Molfese, Victoria J. ^{[2
]}

Do, Ahn ^{[2
]}

机构：

[1] Univ Louisville, Coll Educ & Human Dev, Louisville, KY 40292 USA

[2] Univ Nebraska, Dept Child Youth & Family Studies, 133 Mabel Lee Hall, Lincoln, NE 68588 USA

来源：

EARLY CHILDHOOD EDUCATION JOURNAL | 2016年 / 44卷 / 01期

关键词：

Early childhood; Counting; Mathematics; Instructional strategies; EARLY NUMERACY; CHILDREN; QUALITY; GROWTH; NUMBER; SKILLS; MATH; EVEN;

D O I：

10.1007/s10643-014-0671-4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent mathematics learning. In this article, we discuss the milestones of counting development and examine preschool classroom mathematics observations through the lenses of two CLASS Dimensions, Concept Development and Instructional Learning Formats. Recommendations for effective instructional strategies around counting and suggestions for incorporating mathematics instruction into storybook reading are provided.

引用

页码：1 / 9

页数：9

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