Narrative Assessment: Making Mathematics Learning Visible in Early Childhood Settings

Autor/inn/en	Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel
Titel	Narrative Assessment: Making Mathematics Learning Visible in Early Childhood Settings
Quelle	In: Mathematics Education Research Journal, 27 (2015) 3, S.385-400 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0142-2
Schlagwörter	Early Childhood Education; Mathematics Education; Narration; Evaluation Methods; Interviews; Teacher Surveys; Teacher Attitudes; Mathematics Activities; Documentation; Learning Strategies; Learning Processes; Educational Practices; Teaching Methods; Play; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematische Bildung; Interviewing; Interviewtechnik; Lehrerverhalten; Dokumentation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Ausland; Neuseeland
Abstract	Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories--the preferred form of narrative assessment--currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence "how" and "what" the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01