Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection
Su-Chiao Wu 1 * , Fou-Lai Lin 2
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1 National Chiayi University, TAIWAN
2 National Taiwan Normal University, TAIWAN
* Corresponding Author

Abstract

A group of teacher educators and practitioners in mathematics education and early childhood education generalized a set of inquiry-based mathematics models for Taiwanese young children of ages 3-6 and designed a series of inquiry-based mathematics curriculum tasks in cultivate the children’s diverse mathematical concepts and mathematical power. In this paper, we mapped the blueprint of the whole curriculum with a brief section of “number” activities. We also compared this inquiry-based curriculum and instruction with the traditional mathematics teaching process in practical settings through a teaching experiment process, in which young children’s mathematical learning performances were collected and analyzed as empirical evidence. Reflecting on the outcomes of this comparison, we presented exploratory findings of teaching experiments, and proposed relevant discussion for future works.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1233a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 4, pp. 843-860

Publication date: 17 Jun 2016

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