期刊論文
Teaching mathematics in Hong Kong: A comparison between the pre-primary and early primary years
EdLink- Teaching mathematics in Hong Kong: A comparison between the pre-primary and early primary years
- Hong Kong Journal of Early Childhood, 4(1), 30-36, 2005
- The Hong Kong Institute of Education
- 2005
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- Hong Kong
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- 1997.7 onwards
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- 學前教育
- 小學教育
- This study considered commonalities and distinctions in early mathematics teaching by comparing six kindergarten and three Primary 1 teachers. Three consecutive lessons on the teaching of addition were videotaped resulting in a total of 27 lessons, with an equal number from lower kindergarten, upper kindergarten and Primary 1 classrooms. Observations focused on the physical environment and teacher behaviours. Time spent in different modes of instruction and types of activities deployed were determined. Notwithstanding differences in the difficulty of the mathematics curriculum, findings indicated that there were few differences across the two pre-primary years. However, pre-primary and primary lessons varied markedly in three domains: physical environment, scheduling of mathematics instruction and approaches to teaching. Compared to primary schools, pre-primary schools were more child-centered in terms of use of the physical set-up, scheduling and teaching approaches. Reasons for these discrepancies are discussed.[Copyright © 2005 The Hong Kong Institute of Education.]
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- 英文
- 期刊論文
-
- 1682878X
- https://bibliography.lib.eduhk.hk/tc/bibs/a52a3603
- 2015-03-26
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