Defining Mathematics Education in the Early Years Context: A window into Educators Thinking

Wendy Goff; Bin Wu; Janine Forbes-Rolfe

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Chapter 8 Defining Mathematics Education in the Early Years Context

A window into Educators Thinking

于Advances in Mathematics and STEM Education

著者：

Wendy Goff

Wendy Goff
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Bin Wu

Bin Wu
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Janine Forbes-Rolfe

Janine Forbes-Rolfe
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类型:: 章节

Page Range:: 164–184

DOI:: https://doi.org/10.1163/9789004722651_008

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Abstract

In this chapter we present data from a larger research project that was focused on improving the teaching of mathematics in early years settings. A component of this project involved drawing on the Structure of the Observed Learning Outcome (SOLO) taxonomy to support early years teachers to define mathematics education in the early years’ context. An interpretative phenomenological analysis was drawn on to determine the cognitive processes of early years teachers as they engaged in this process. In this chapter, the implementation of the SOLO taxonomy is outlined and insight into the cognitive processes that participants engaged in when defining mathematics education in the early year’s context are presented. Importance around the consideration of research participants cognitive processes is also presented. The chapter concludes by providing various suggestions for future research.

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Advances in Mathematics and STEM Education

Incorporating Developments in Neuroscience, Brain Science and Neurodiversity

丛编： Global Education in the 21st Century, 卷： 12

Cover Advances in Mathematics and STEM Education

ISBN:: 9789004722651

出版社:: Brill

印刷出版日期:: 09 Jan 2025

Subjects
- Education
  - Mathematics Education
  - Science Education

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Chapter 8 Defining Mathematics Education in the Early Years Context

A window into Educators Thinking

Abstract

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Advances in Mathematics and STEM Education

Incorporating Developments in Neuroscience, Brain Science and Neurodiversity

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