Early mathematical experiences: Observing young Black and White children’s everyday activities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jonathan R. Tudge, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Children’s early mathematical experiences play an enormous role in the development of their understanding of mathematics, and serve as a foundation for their cognitive development. In this descriptive study, we observed the naturally occurring mathematical activities engaged in by thirty-nine 3-year-olds, equally divided by race/ethnicity and social class. We observed each child for 18 hours over the course of a single week, in such a way as to cover the equivalent of a complete day in its life. The children varied a good deal in the extent to which they were observed engaging in mathematical activities, but the variation was not explicable by race/ethnicity or class. For comparative purposes, we also report on the literacy-related activities in which the children were engaged.

Additional Information

Early Childhood Research Quarterly, 19(1), 21-39
Language: English
Date: 2004
Ethnicity, Social class, Everyday activities, Math, Literacy

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