Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection

Su Chiao Wu, Fou Lai Lin

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

A group of teacher educators and practitioners in mathematics education and early childhood education generalized a set of inquiry-based mathematics models for Taiwanese young children of ages 3-6 and designed a series of inquiry-based mathematics curriculum tasks in cultivate the children's diverse mathematical concepts and mathematical power. In this paper, we mapped the blueprint of the whole curriculum with a brief section of "number" activities. We also compared this inquiry-based curriculum and instruction with the traditional mathematics teaching process in practical settings through a teaching experiment process, in which young children's mathematical learning performances were collected and analyzed as empirical evidence. Reflecting on the outcomes of this comparison, we presented exploratory findings of teaching experiments, and proposed relevant discussion for future works.

Original languageEnglish
Pages (from-to)843-860
Number of pages18
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume12
Issue number4
DOIs
Publication statusPublished - 2016 Apr 1

Fingerprint

Curricula
Teaching
mathematics
curriculum
experiment
Experiment
Mathematics Teaching
Mathematic Model
Education
Experiments
Mathematics Education
Blueprints
learning performance
education
Series
childhood
educator
instruction
Curriculum
Children

Keywords

  • Curriculum design
  • Early childhood mathematical learning
  • Inquiry-based

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

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