View in EDS

Facilitating Preschool Children's Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?

Saved in:
Bibliographic Details
Title: Facilitating Preschool Children's Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
Authors: Stites, Michele L., Sonnenschein, Susan, Chen, Yongxiang, Imai-Matsumura, Kyoko, Gürsoy, Hatice
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Preschool Teachers, Teacher Attitudes, Mathematics Instruction, Mathematics Skills, Skill Development, Preschool Children, Mathematics Materials, Story Reading, Picture Books, Instructional Materials, Learning Centers (Classroom), Comparative Education, Teaching Methods, Foreign Countries
Geographic Terms: China, Japan, United States
ISSN: 2227-7102
Abstract: The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1323206
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1323206
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1323206
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Facilitating Preschool Children's Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stites%2C+Michele+L%2E%22">Stites, Michele L.</searchLink><br /><searchLink fieldCode="AR" term="%22Sonnenschein%2C+Susan%22">Sonnenschein, Susan</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Yongxiang%22">Chen, Yongxiang</searchLink><br /><searchLink fieldCode="AR" term="%22Imai-Matsumura%2C+Kyoko%22">Imai-Matsumura, Kyoko</searchLink><br /><searchLink fieldCode="AR" term="%22Gürsoy%2C+Hatice%22">Gürsoy, Hatice</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Materials%22">Mathematics Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Reading%22">Story Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Centers+%28Classroom%29%22">Learning Centers (Classroom)</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2227-7102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1323206
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1323206
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Mathematics Materials
        Type: general
      – SubjectFull: Story Reading
        Type: general
      – SubjectFull: Picture Books
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Learning Centers (Classroom)
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Japan
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Facilitating Preschool Children's Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stites, Michele L.
      – PersonEntity:
          Name:
            NameFull: Sonnenschein, Susan
      – PersonEntity:
          Name:
            NameFull: Chen, Yongxiang
      – PersonEntity:
          Name:
            NameFull: Imai-Matsumura, Kyoko
      – PersonEntity:
          Name:
            NameFull: Gürsoy, Hatice
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-electronic
              Value: 2227-7102
          Numbering:
            – Type: volume
              Value: 11
          Titles:
            – TitleFull: Education Sciences
              Type: main
ResultId 1