The influence of teaching methods on the acquisition of mathematical knowledge in early childhood education
DOI:
https://doi.org/10.24197/edmain.1.2015.1-10Keywords:
Mathematics teaching practice, Scaffolding, Teaching methods, Mathematical performance, Early Childhood EducationAbstract
The influence of three teaching methods (activity books, manipulation and experimentation and learning corners) on the acquisition of mathematical knowledge is analysed using a sample consisting of 149 early childhood education students from six public schools. Based on a quantitative study with a quasi-experimental design, the amount of student learning is evaluated based on the scaffolding provided by their respective teachers. The results demonstrate that the teaching method based on learning corners contributes to the acquisition of mathematical knowledge in a more statistically significant way than the other two methods.
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