Abstract

Several teaching moves have been suggested to support young children’s simple addition and subtraction performance, including use of a number path, directly modeling addition and subtraction, using mathematical symbols, and modifying problem difficulty. In the present study, teacher-researchers implemented an early arithmetic activity, Big Fish Story, with dyads of 3 to 4-year-old students. As part of the implementation, the teacher-researchers used these teaching moves to support young children’s in-the-moment answers to simple addition and subtraction problems. We use session-level data (n = 94 sessions) nested in dyads to examine and compare the frequency with which the use of these teaching moves are associated with two types of student responses, in order to preliminarily identify teaching moves that may support young children’s performance on simple arithmetic tasks. We conclude with implications for the field and early childhood practitioners.

摘要

为了支持幼儿的简单加减运算，已经提出了几种教学措施，包括使用数字路径，直接对加减运算进行建模，使用数学符号以及修改问题难度。在本研究中，教师研究人员实施了一项早期的算术活动“大鱼故事”，有3至4岁学生的双胞胎。作为实施的一部分，教师研究人员使用这些教学动作来支持幼儿对简单加减法的即时答案。我们使用嵌套在二元组中的会话级数据（n = 94个会话）来检查和比较将这些教学动作的使用与两种类型的学生反应相关联的频率，以便初步确定可能支持幼儿学习的教学动作。简单算术任务的性能。我们以对田野和早期儿童从业者的意义进行总结。