Abstract
This video-based study investigates the extent to which Chinese teachers intentionally teach mathematics knowledge to kindergarten children. Evidence revealed that intentional teaching with the key practice of sustained shared thinking occurred more in group activities than in learning centers; however, there was insufficient intentional teaching in both learning contexts. Counting/calculation was the mostly taught mathematics knowledge in the kindergartens, followed with shapes, comparing, measurement, and space/position. These findings show how the everyday curricular practices experienced by children afford evidence of their acquisition of mathematics knowledge. This study also informs how intentional teaching can be productive in facilitating children's mathematics learning.
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