Cross-Cultural Comparisons of Early Mathematics Pedagogies in the Context of Unit Block Play

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-11 - Early Mathematics Teaching and Learning

Abstract

Unit blocks provide children with numerous math learning opportunities. However, teachers' mathematics pedagogies during block play are under-studied. This paper presents the results of an interview study designed to investigate and compare the pedagogies of early childhood teachers in the U.S. and Hong Kong on math teaching and learning during unit block play. Qualitative analysis indicated teachers from both groups addressed the benefits of self-exploration while more U.S. teachers emphasized the importance of teachers’ scaffolding. The differences in teachers’ purpose of joining block play and specific teaching strategies also demonstrated Hong Kong teachers used more teacher-directed approach, whereas US teachers tended to follow children’s lead and play as facilitators. Implications for teacher education and policy-making are discussed.

Authors

• Jie Zhu, The University of Hong Kong

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

• Wu-Ying Hsieh, University of Northern Iowa

• Qing Liu, The University of Hong Kong