A comparison of Chinese and Australian early childhood mathematics


Autoria(s): Fox, Jillian
Data(s)

2012

Resumo

In the 21st century mathematics proficiency is synonymous with a numerate citizenry. In the past few decades young children’s ability to reason mathematically and develop mathematical proficiencies has been recognised. This paper explores the history of early childhood mathematics (ECME) that may explicate differences in Chinese and Australian contexts. Results of this review established that China and Australia are diametrically positioned in ECME. Influencing each countries philosophies and practices are their cultural beliefs. ECME in China and Australia must be culturally sustainable to achieve excellent outcomes for young children. Ongoing critique and review is necessary to ensure that ECME is meeting the needs of all teachers and children in their particular context. China and Australia with their rich contrasting philosophies can assist each other in their journeys to create exemplary ECME for the 21st century.

Identificador

http://eprints.qut.edu.au/58191/

Relação

http://stem2012.bnu.edu.cn/data/short%20paper/stem2012_52.pdf

Fox, Jillian (2012) A comparison of Chinese and Australian early childhood mathematics. In STEM 2012 Proceedings of the 2nd International Science, Technology, Engineering and Mathematics in Education Conference : Instructional Innovations and Interdisciplinary Research in STEM Education, Beijing Normal University, Beijing.

Fonte

Faculty of Education

Palavras-Chave #130000 EDUCATION #130102 Early Childhood Education (excl. Maori) #130208 Mathematics and Numeracy Curriculum and Pedagogy #130302 Comparative and Cross-Cultural Education
Tipo

Conference Paper