A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens

Weipeng YANG, Haoran LUO, Yue ZENG

Research output: Contribution to journalArticlespeer-review

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. Copyright © 2022 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103716
JournalTeaching and Teacher Education
Volume114
Early online dateApr 2022
DOIs
Publication statusE-pub ahead of print - Apr 2022

Citation

Yang, W., Luo, H., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching and Teacher Education, 114. Retrieved from https://doi.org/10.1016/j.tate.2022.103716

Keywords

  • Early mathematics knowledge
  • Early childhood curriculum
  • Intentional teaching
  • Sustained shared thinking
  • Video analysis
  • PG student publication

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