Comparative Cultural Perspectives of Early Mathematics Teaching and Learning During Unit Block Play

• In Event: 58.064 - STEAM Learning and Teaching in Early Childhood

Abstract

A myriad of important geometry learning outcomes are inherent in blocks. Little is known about whether teachers understand the unique mathematical teaching opportunities provided by these blocks. This poster presented the preliminary results of a study designed to describe and compare the beliefs of early childhood teachers in the U.S. and in Hong Kong about math teaching and learning during unit block play. Qualitative analysis indicates that participants from both groups emphasized outcomes other than math, such as social, language. They had limited understanding of math concepts and processes inherent in blocks. When asked to focus on math, US teachers attended to individual needs whereas Hong Kong teachers kept specific concept in mind. Implications for professional development were discussed.

Authors

• Wu-Ying Hsieh, University of Hong Kong

• Jeanette A McCollum, University of Illinois at Urbana - Champaign