Sayers, J. (2011) The pedagogical consequences of a laissez faire individualistic society. Poster presented to: Seventh Congress of the European Society for Research in Mathematics Education (CERME 7), Rzeszow, Poland, 09-13 February 2011. (Unpublished)
| Item Type: | Conference or Workshop Item (Poster) |
|---|---|
| Abstract: | This poster reports on some of the early findings from an analysis of several case studies examining how English Early Years’ teachers conceptualise the whole class interactive phases of mathematics lessons. The poster reported on a comparative examination of the very different approaches adopted by two of the case teachers to the development of young children’s (ages 5-7 years) conceptual and procedural knowledge. The findings highlight the ways in which a laissez-faire, individualistic culture (Hofstede,1986) may fail to construct equal opportunities to young children’s mathematical thinking, learning and experiences. |
| Uncontrolled Keywords: | pedagogical approaches, didactic foci, early years’ mathematical thinking, measurable skills, early mathematical opportunities |
| Subjects: |
Q Science > QA Mathematics > QA135 Elementary mathematics. Study and teaching. Research L Education > LB Theory and practice of education > LB1139 Early childhood education |
| Creators: | Sayers, Judy |
| Northamptonshire and East Midlands: | Education, Training and Skills |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Teacher Education Faculties > Faculty of Education & Humanities > Teacher Continuing Professional Development |
| Date: | February 2011 |
| Date Type: | Presentation |
| Event Title: | Seventh Congress of the European Society for Research in Mathematics Education (CERME 7) |
| Event Dates: | 09-13 February 2011 |
| Event Location: | Rzeszow, Poland |
| Event Type: | Conference |
| Status: | Unpublished |
| Refereed: | Yes |
| URI: | http://nectar.northampton.ac.uk/id/eprint/3722 |
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