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

Su Chiao Wu*, Fou Lai Lin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


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
Issue number4
Publication statusPublished - 2016 Apr 1


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

ASJC Scopus subject areas

  • Education
  • Applied Mathematics


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