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dc.contributor.authorParviainen, Piia
dc.contributor.authorEklund, Kenneth
dc.contributor.authorKoivula, Merja
dc.contributor.authorLiinamaa, Tarja
dc.contributor.authorRutanen, Niina
dc.date.accessioned2022-12-12T12:36:54Z
dc.date.available2022-12-12T12:36:54Z
dc.date.issued2023
dc.identifier.citationParviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2023). Teaching Early Mathematical Skills to 3- to 7-Year-Old Children : Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics. <i>International Journal of Science and Mathematics Education</i>, <i>21</i>, 1961-1983. <a href="https://doi.org/10.1007/s10763-022-10341-y" target="_blank">https://doi.org/10.1007/s10763-022-10341-y</a>
dc.identifier.otherCONVID_164343906
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/84299
dc.description.abstractThis study explored teaching early mathematical skills to 3- to 7-year-old children in early childhood education and care (ECEC) and pre-primary education. Teachers in ECEC (N = 206) answered a web survey. The first aim was to determine whether teaching frequency or pedagogical awareness of teaching early mathematical skills varied according to the category of skills (numerical skills, spatial thinking skills and mathematical thinking and reasoning skills) and whether children’s age group moderated these differences. The second aim was to explore to what extent teacher-related characteristics and children’s age group explained variations in teaching frequency concerning early mathematical skills. Results from repeated MANOVAs demonstrated that the frequency and pedagogical awareness of teaching early mathematical skills depended on the skill category and that children’s age group moderated these differences. In 5- to 6-year-olds and 6- to 7-year-olds, numerical skills were taught more often than spatial thinking skills, whereas in 3- to 5-year-olds, they were taught as frequently. In all age groups, mathematical thinking and reasoning skills were taught the least. Pedagogical awareness was lowest in teaching spatial thinking skills in all age groups, but only in 6- to 7-year-olds was teachers’ pedagogical awareness in teaching numerical skills higher than in the two other categories. According to a univariate analysis of variance, pedagogical awareness and mathematics professional development programmes were strongly associated with teaching frequency in all skill categories. The results emphasise that children’s opportunities to learn early mathematical skills depend on teachers’ characteristics.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesInternational Journal of Science and Mathematics Education
dc.rightsCC BY 4.0
dc.subject.othermathematical thinking and reasoning skills
dc.subject.othernumerical skills
dc.subject.otherpedagogical awareness
dc.subject.otherspatial thinking skills
dc.subject.otherteaching early mathematical skills
dc.titleTeaching Early Mathematical Skills to 3- to 7-Year-Old Children : Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202212125556
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1961-1983
dc.relation.issn1571-0068
dc.relation.volume21
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2022
dc.rights.accesslevelopenAccessfi
dc.subject.ysomatemaattinen ajattelu
dc.subject.ysoopetus
dc.subject.ysonumeerinen matematiikka
dc.subject.ysomatemaattiset taidot
dc.subject.ysomatematiikka
dc.subject.ysovarhaiskasvatus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p23001
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p18820
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s10763-022-10341-y
jyx.fundinginformationOpen Access funding provided by University of Jyväskylä (JYU).
dc.type.okmA1


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