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Creating a Respectful Learning Environment: An Early Childhood Educator’s Role in Mathematical Discussion

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Although a growing number of literature on classroom discussions in mathematics education exists, very little work has examined how to promote young childrens engagement in classroom discussions that can assist with the development of their confidence and ability in mathematics. Through a qualitative case study, this study aimed to achieve an intensive and holistic understanding of a particular kindergarten teachers ways of thinking about and facilitating mathematical discussion within his/her own classroom. Data were collected through observing mathematics lessons, semi-structured interviewing with the teacher, and documenting. My analysis highlighted three pedagogical roles of the teacher: creating a respectful atmosphere for promoting participants willingness,motivating emotions in classroom discussion, and laying down ground rules for becoming better speakers and better listeners. This study offers significant implications for early childhood teachers who work hard at developing trusting classroom communities but unsure of how to initiate mathematical discussion.

Abstract

Although a growing number of literature on classroom discussions in mathematics education exists, very little work has examined how to promote young childrens engagement in classroom discussions that can assist with the development of their confidence and ability in mathematics. Through a qualitative case study, this study aimed to achieve an intensive and holistic understanding of a particular kindergarten teachers ways of thinking about and facilitating mathematical discussion within his/her own classroom. Data were collected through observing mathematics lessons, semi-structured interviewing with the teacher, and documenting. My analysis highlighted three pedagogical roles of the teacher: creating a respectful atmosphere for promoting participants willingness,motivating emotions in classroom discussion, and laying down ground rules for becoming better speakers and better listeners. This study offers significant implications for early childhood teachers who work hard at developing trusting classroom communities but unsure of how to initiate mathematical discussion.

참고문헌 (50)

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