Abstract
This paper presents an overview of the first cycle of collaborative action research of a kindergarten teacher who with the help of a university researcher, has designed a rich tool-based numeracy task for K3 children at a kindergarten in Macao. The rich numeracy task coupled with a tailor-made physical tool allows the children to investigate a model of addition with the manipulation of the critical selection of number cards by paying attention to a combination of corresponding numbers. Major data sources were documents, classroom observation, reflective dialogues between the two classroom teachers and with the university researcher. The results indicate that this rich tool-based task not only facilitates children’s numeracy development but also promotes the development of other domains, such as social and linguistic development. Mathematical concepts, such as sum of three single digit numbers, are prominently emerged in the implementation of the rich numeracy task. This first cycle illustrates that the purposive design of rich tasks, coupled with appropriate artefacts for kindergarten children, is beneficial for promoting children’s comprehensive development. It can also serve as an example to create rich numeracy tasks in early childhood mathematics education for kindergarten teachers to develop teaching strategies corresponding to the education reform in Macao.
Highlights
Introduction and BackgroundResearch has shown that acquiring numeracy competence in early childhood enables children to gain physical and social knowledge in order to develop logical-mathematical knowledge (Kamii, www.scholink.org/ojs/index.php/sssrStudies in Social Science ResearchVol 2, No 1, 20212006), something that is positively related to people’s future mathematics capabilities, performance in other school subjects and life itself (Carmichael et al, 2014). Shen and Edwards (2017) claim that gaining numeracy skills in early childhood stimulates creative and innovative thinking in both young children and their educators
This paper presents an overview of the first cycle of collaborative action research of a kindergarten teacher who with the help of a university researcher, has designed a rich tool-based numeracy task for K3 children at a kindergarten in Macao
It can serve as an example to create rich numeracy tasks in early childhood mathematics education for kindergarten teachers to develop teaching strategies corresponding to the education reform in Macao
Summary
Introduction and BackgroundResearch has shown that acquiring numeracy competence in early childhood enables children to gain physical and social knowledge in order to develop logical-mathematical knowledge (Kamii, www.scholink.org/ojs/index.php/sssrStudies in Social Science ResearchVol 2, No 1, 20212006), something that is positively related to people’s future mathematics capabilities, performance in other school subjects and life itself (Carmichael et al, 2014). Shen and Edwards (2017) claim that gaining numeracy skills in early childhood stimulates creative and innovative thinking in both young children and their educators. Abstract This paper presents an overview of the first cycle of collaborative action research of a kindergarten teacher who with the help of a university researcher, has designed a rich tool-based numeracy task for K3 children at a kindergarten in Macao.
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