Spontaneous Mathematical Moments Between Caregiver and Child During an Engineering Design Project
Spontaneous Mathematical Moments Between Caregiver and Child During an Engineering Design Project
复制标题
工程设计项目期间看护者和孩子之间自发的数学时刻
DOI：
10.1007/s10643-021-01296-w
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发表时间：
2022
影响因子：
2.7
通讯作者：
Maltese, Adam
中科院分区：
文献类型：
--
作者：
Simpson, Amber;Zhong, Qiu;Maltese, Adam
研究支持照顾者更多地参与儿童的数学旅程，作为他们作为数学学习者的认知发展和学业成功的基础。这一内在案例研究的目的是了解照顾者如何在家庭工程项目期间启动和/或持续地让他们的孩子参与自发的数学时刻。通过对大约13.5小时的视频数据的分析，我们确定了照顾者通过共同努力设计远程控制送货机器人来指导、支持和挑战他们的孩子的三种方式-讨论数学概念并参与数学练习；鼓励使用实物、工具和材料进行数学应用和可视化；提问引发了数学探索、想法的贡献和反应的合理性。这些发现突显了照顾者通过引导参与校外学习环境来让孩子参与数学活动的潜力，而不是为了激发数学时刻。讨论包括幼儿从业者如何为照顾者和儿童在不同的学习环境中从事数学活动提供机会和支持。
Research studies support caregivers’ involvement in children’s mathematical journeys, as foundational to their cognitive development and academic success as mathematical learners. The purpose of this intrinsic case study was to understand how a caregiver initiated and/or continually engaged their child in spontaneous mathematical moments during a family engineering project. Through the analysis of approximately 13.5 hours of video data, we identified three ways in which a caregiver guided, supported, and challenged their child through a shared endeavor of designing a remote-controlled delivery robot—discussing mathematical concepts and engaging in mathematical practices; encouraging use of physical objects, tools, and materials for mathematical application and visualization; questioning that invited mathematical exploration, contribution of ideas, and reasonableness of responses. These findings highlight caregivers’ potential to engage their children in mathematics through guided participation in an out-of-school learning context not designed to elicit mathematical moments. Implications for how early childhood practitioners can develop opportunities and supports for caregivers and children to engage in mathematics in a variety of learning environments is included in the discussion.
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研究策略
DOI：
10.4324/9781003039464-7
发表时间：
2020
期刊：
Child Effects on Adults
影响因子：
--
作者：
Richard Q. Bell
通讯作者：
Richard Q. Bell
母亲对问题的使用与儿童的学习和语言发展
DOI：
10.1017/9781108553803.011
发表时间：
2020
期刊：
Teachers College Record: The Voice of Scholarship in Education
影响因子：
--
作者：
Imac M Zambrana;Tone K Hermansen;M. Rowe
通讯作者：
M. Rowe
地毯铺设中的数学练习
影响因子：
1.3
作者：
Joanna O. Masingila
通讯作者：
Joanna O. Masingila
影响因子：
5.9
作者：
Judit N. Moschkovich
通讯作者：
Judit N. Moschkovich
家庭数学环境：不仅仅是计算
影响因子：
3.7
作者：
Erica L. Zippert;Bethany Rittle
通讯作者：
Bethany Rittle