%0 Journal Article %1 kirova2002lgp %A Kirova, A. %A Bhargava, A. %D 2002 %I For full text: http://ecrp. uiuc. edu/v4n1/index. html. %J Early Childhood Research & Practice %K children mathematics preschool teacher %N 1 %P 20 %T Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. %U http://www.ecrp.uiuc.edu/v4n1/kirova.html %V 4 %X The National Council of Teachers of Mathematics emphasizes that young children need play-based opportunities to develop and deepen their conceptual understanding of mathematics. From a social-constructivist perspective, learning is more likely to occur if adults or more-competent peers mediate children's learning experiences. Emphasizing both the developmental and the curricular perspectives, this article focuses on the role of the teacher in guiding preschool children's mathematical learning while they play with everyday materials. Professional growth in three areas was identified as critical in teachers' learning to guide young children's learning of mathematical concepts. First is the ability to recognize children's demonstrated understanding of mathematical concepts, second is the ability to use mathematical language to guide their progress from behavioral to representational understanding of mathematical concepts, and third is the ability to assess systematically children's understanding of mathematical concepts. Checklists tracing the development of three fundamental mathematical concepts—one-to-one correspondence, classification, and seriation—are suggested as tools for teachers to monitor preschool children's learning of mathematical concepts and plan appropriate learning experiences within children's zones of proximal development. Creating an environment that is mathematically empowering and mediating children's experiences in this environment establish the foundation for constructing, modifying, and integrating mathematical concepts in young children.

@article{kirova2002lgp, abstract = {The National Council of Teachers of Mathematics emphasizes that young children need play-based opportunities to develop and deepen their conceptual understanding of mathematics. From a social-constructivist perspective, learning is more likely to occur if adults or more-competent peers mediate children's learning experiences. Emphasizing both the developmental and the curricular perspectives, this article focuses on the role of the teacher in guiding preschool children's mathematical learning while they play with everyday materials. Professional growth in three areas was identified as critical in teachers' learning to guide young children's learning of mathematical concepts. First is the ability to recognize children's demonstrated understanding of mathematical concepts, second is the ability to use mathematical language to guide their progress from behavioral to representational understanding of mathematical concepts, and third is the ability to assess systematically children's understanding of mathematical concepts. Checklists tracing the development of three fundamental mathematical concepts—one-to-one correspondence, classification, and seriation—are suggested as tools for teachers to monitor preschool children's learning of mathematical concepts and plan appropriate learning experiences within children's zones of proximal development. Creating an environment that is mathematically empowering and mediating children's experiences in this environment establish the foundation for constructing, modifying, and integrating mathematical concepts in young children.}, added-at = {2007-04-26T20:27:27.000+0200}, author = {Kirova, A. and Bhargava, A.}, biburl = {https://www.bibsonomy.org/bibtex/2ed64872b35be52cb7c702401622057dc/rmosvold}, interhash = {c4642f8f7bd990a0041527d4a1fd2390}, intrahash = {ed64872b35be52cb7c702401622057dc}, journal = {Early Childhood Research \& Practice}, keywords = {children mathematics preschool teacher}, number = 1, pages = 20, publisher = {For full text: http://ecrp. uiuc. edu/v4n1/index. html.}, timestamp = {2007-04-26T20:27:27.000+0200}, title = {Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth.}, url = {http://www.ecrp.uiuc.edu/v4n1/kirova.html}, volume = 4, year = 2002 }