Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?
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 c...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/12/792 |
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| author | Michele L. Stites Susan Sonnenschein Yongxiang Chen Kyoko Imai-Matsumura Hatice Gürsoy |
| author_facet | Michele L. Stites Susan Sonnenschein Yongxiang Chen Kyoko Imai-Matsumura Hatice Gürsoy |
| author_sort | Michele L. Stites |
| collection | DOAJ |
| description | 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 (<i>N</i> = 134), Japan (<i>N</i> = 168), and the United States (<i>N</i> = 291). Study two presents data obtained from semi-structured interviews of teachers in China (<i>N</i> = 8), Japan (<i>N</i> = 8), and the United States (<i>N</i> = 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. |
| first_indexed | 2024-03-10T04:15:43Z |
| format | Article |
| id | doaj.art-26610eea6fc34668ad6e5ef37921b86b |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T04:15:43Z |
| publishDate | 2021-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-26610eea6fc34668ad6e5ef37921b86b2023-11-23T07:59:52ZengMDPI AGEducation Sciences2227-71022021-12-01111279210.3390/educsci11120792Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered?Michele L. Stites0Susan Sonnenschein1Yongxiang Chen2Kyoko Imai-Matsumura3Hatice Gürsoy4Department of Education, University of Maryland Baltimore County, Baltimore, MD 21201, USADepartment of Psychology, University of Maryland Baltimore County, Baltimore, MD 21201, USADepartment of Psychology, Shanxi University, Taiyuan 030006, ChinaDepartment of Education, Bukkyo University, Kyoto 603-8301, JapanDepartment of Psychology, University of Maryland Baltimore County, Baltimore, MD 21201, USAThe 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 (<i>N</i> = 134), Japan (<i>N</i> = 168), and the United States (<i>N</i> = 291). Study two presents data obtained from semi-structured interviews of teachers in China (<i>N</i> = 8), Japan (<i>N</i> = 8), and the United States (<i>N</i> = 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.https://www.mdpi.com/2227-7102/11/12/792preschool children’s mathematics developmentmathematics developmentclassroom libraries |
| spellingShingle | Michele L. Stites Susan Sonnenschein Yongxiang Chen Kyoko Imai-Matsumura Hatice Gürsoy Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? Education Sciences preschool children’s mathematics development mathematics development classroom libraries |
| title | Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? |
| title_full | Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? |
| title_fullStr | Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? |
| title_full_unstemmed | Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? |
| title_short | Facilitating Preschool Children’s Mathematics Development in China, Japan, and the United States: Is the Classroom Library Considered? |
| title_sort | facilitating preschool children s mathematics development in china japan and the united states is the classroom library considered |
| topic | preschool children’s mathematics development mathematics development classroom libraries |
| url | https://www.mdpi.com/2227-7102/11/12/792 |
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