Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

Michele L Stites,Yongxiang Chen,Kyoko Imai-Matsumura,Hatice Gürsoy,Susan Sonnenschein

doi:10.3390/educsci11120792

Abstract

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

Highlights

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
This paper addresses the following main research questions: Study 1: How is the classroom library used in China, Japan, and the United States? Are there differences? Given what we know about mathematics instruction in the three countries, we expect there will be differences
In the United States, teachers reported that explicit mathematics instruction occurred in whole groups (n = 3), small groups (n = 2), and a synthesis of the two (n = 3)

Summary

Introduction

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. We will use the term “preschool” to refer to school that occurs between the ages of three and five years This includes kindergarten in China, yochien in Japan, and preschool/pre-kindergarten in the United States. Children’s mathematics skills assessed in preschool predicted their mathematics skills at age 15 Such findings, as well as those showing differences in the mathematics skills children from the United States and East Asian countries bring to the start of formal school, highlight the need to focus on mathematics instruction in preschool. This paper focuses on preschools and mathematics instruction, consistent with Bronfenbrenner’s (1979) [12] theory, we believe these three factors, the home and school microsystems and the societal macrosystem in each country, interact

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Conclusion