How Early Years Educators Speak the Language of Mathematics

• In Event: Roundtable Session 2
  In Roundtable Session: Roundtable: Mathematics Teaching and Learning in Early Childhood

Abstract

Recent research suggests that improvement in mathematics education correlates with better early numeracy preparation (LeFevre, Fast, Sowinski, Skwachark & Quain, 2009). Over the past decade, Canadian provinces have developed curriculum frameworks encouraging early childhood educators to teach mathematics. However, recent research suggests that most early mathematics teaching is oriented toward activities that lack clear pedagogical purpose (Ginsburg, Sun Lee, & Boyd, 2008). This qualitative study focused on how mathematics language was used by early childhood educators with four and five- year old children in three Early Years Centres in a Canadian province. Emergent findings reveal there is a gap between early childhood educators’ understanding of mathematical language, and how these educators use the language of mathematics in their teaching practice.

Authors

• Gabriela Sanchez, University of Prince Edward Island

• Martha A. Gabriel, University of Prince Edward Island