Supporting children's transition from the pre-primary to the early primary years: Curriculum guidelines for mathematics learning and their implementation

This study considered similarities and differences between preschool and Primary 1 in (i) mathematics curriculum guidelines; and (ii) in mathematics instruction. An analysis of curriculum guidelines indicated that there were clear differences in the mathematical competencies expected of preschool and Primary 1 children but similar approaches to instruction were recommended across the early years. In order to consider instructional differences between preschools and Primary 1, three lower kindergarten, upper kindergarten and Primary 1 classrooms were observed. Three consecutive lessons on the teaching of addition were videotaped resulting in a total of 27 lessons, with an equal number of classes for each age group. Observations focused on mathematics content and instructional strategies adopted. Results indicated that official guidelines were followed and that number and addition concepts were introduced sequentially. Claims that the Primary 1 curriculum was being followed in pre-primary schools were not substantiated by the observations and there did not seem to be a 'push down effect' of the Primary 1 curriculum in the preschool classes observed. However, there were differences in instrucional approaches adopted by pre-primary and primary school teachers. Although the drill-and-practice approach was not common in Primary 1 classes, instruction was more formal and subject-based at the primary level whereas mathematics was taught through more informal and play-based approaches in the preschools. Reasons for these findings are discussed.
本文旨在探討學前及小一在數學課程及教學兩方面之異同。課程指引顯示學前及小一在數學內容學習上有明顯分別，而早期數學教學取向則甚為一致。作者攝錄了低幼、高幼及小一各三位教師任教班級連續三課共27節的加法教學，觀察重於數學教學內容及其策略。結果顯示各級教學內容均跟從官方指引，數字與加法概念深淺循序遞增﹔然而學前及初小的教學策略則有差異，機械式的操練縱不普遍，但初小較為正規，強調科目為本，本文並討論其中原因。 Copyright © 2006 The Hong Kong Institute of Education.