Learning Mathematics Through Unit Block Play: Chinese Early Childhood Teachers' Perceptions (Poster 42)

• In Event: AERA Poster Session Seven
  In Poster Session: Early Education and Child Development SIG Posters

Abstract

Unit block play is a common activity in early childhood classrooms and has been valued as an important opportunity for learning mathematics. However, we know little about how teachers perceive the math learning opportunities available within unit block play. This interview study investigated Chinese teachers’ perceptions of the benefits of unit block play for early mathematics learning. Results indicated that Chinese teachers showed limited understanding of the math learning outcomes that children could gain from unit block play. Among the three focal areas of early mathematics, most teachers identified that unit block play benefitted geometry learning but they less frequently mentioned how it promoted number and operation, and measurement. Practical implications for teacher education and early mathematics curriculum were discussed.

Authors

• Jie Zhu, Zhejiang Normal University
  Presenting Author

• Wu-Ying Hsieh, University of Northern Iowa
  Presenting Author

• Pui-Sze Yeung, University of Hong Kong
  Presenting Author