Multiple representations in preschool numeracy: Teaching a lesson on more-or-less

Alfredo BAUTISTA ARELLANO, Malikka HABIB, Raymond ONG, Anthony ENG, Rebecca BULL

Research output: Contribution to journalArticle

Abstract

Mathematics education researchers and curriculum designers have emphasized the importance of representations in fostering students’ mathematical learning. However, most classroom-based studies on representations have focused on primary and secondary levels, and there is limited literature on how preschool teachers integrate representations in regular classroom activities. This qualitative study illustrates specific ways in which preschool educators may utilize multiple representations to teach numeracy, thereby showing how theoretical ideas can be applied into practice. We analyze a lesson intended to help 4-5 year old children learn about the concept of more-or-less and about the process of determining differences between two quantities. After describing the structure of the lesson, we analyze the activities and pedagogical strategies employed by the teacher to achieve the intended learning objectives, with special emphasis on the mediation of representations as learning tools. Our ultimate goal is to encourage preschool educators to utilize multiple representations strategically within the context of whole-class and small-group activities. Copyright © 2019 The Pacific Early Childhood Education Research Association.
Original languageEnglish
Pages (from-to)95-122
JournalAsia-Pacific Journal of Research in Early Childhood Education
Volume13
Issue number2
Publication statusPublished - May 2019

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Teaching
Learning
Foster Home Care
Mathematics
Curriculum
Research Personnel
educator
Students
Education
classroom
learning objective
teacher
small group
learning
mediation
mathematics
curriculum
education
student

Citation

Bautista, A., Habib, M., Ong, R., Eng, A., & Bull, R. (2019). Multiple representations in preschool numeracy: Teaching a lesson on more-or-less. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 95-122.

Keywords

  • Curriculum
  • Pedagogy
  • Numeracy
  • Multiple representations