Chinese Preschool Teachers’ Use of Concept Development Strategies in Whole-Group Math Lessons and its Effectiveness
Bibliographic Data
| ID | 21615671 |
|---|---|
| Authors | Tao Deng (0000-0003-0069-5474, Northeast Normal University), Bi Ying Hu (0009-0002-6476-7967, University of Macau, corresponding author), X Christine Wang (0000-0001-7247-4035, Graduate School of Education, State University of New York at Buffalo), Yuanhua Li (0000-0002-3446-6429, University of Macau), Chunlian Jiang (0000-0002-2740-1870, University of Macau), Yijie Su (University of Macau), Jennifer Locasale-Crouch (University of Virginia), Jennifer LoCasale‐Crouch (0000-0002-9965-472X, University of Virginia) |
| Year | 2023 |
| Volume | 34 |
| Issue | 3 |
| Pages | 685-704 |
| Publication date | 2023-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2022.2067428 |
| OpenAlex | W4283380705 |
| Language | EN |
| Citations received | 3 |
| References cited | 48 |
Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD identifies 12 specific cognitive strategies, grouped into four organizing indicators, and include analysis and reasoning, creating, integration, and connections to the real world. Results showed: (1) Chinese teachers rarely used strategies such as connecting concepts, integrating with previous knowledge, and real-world applications; (2) Over half of teachers' CD strategies failed to facilitate children's higher-order thinking. When teachers used clarification/comparison and brainstorming strategies, however, was positively associated with children's displaying high-level cognitive processes. Practice or Policy: Findings shed light on the need to promote effective CD strategies during math instruction for preschoolers and have implications for teachers' professional development
Brainstorming · Cognition · Cognitive development · Cognitively Guided Instruction · Higher-Order Thinking · Mathematics education · Pedagogy · Professional development · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy
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| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |