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A case study of the implementation of Chinese kindergarten mathematics curriculum
BI YING HU1; SARAH QUEBEC FUENTES2; CHUN YAN WANG3; FEIWEI YE3
2014
Source PublicationInternational Journal of Science and Mathematics Education
ISSN1571-0068
Volume12Issue:1Pages:193-217
Abstract

In 2001, the Chinese Ministry of Education issued Guidelines for Preschool Education (GPE) (trial version) to call on early childhood practitioners to use a child-centered and play-based approach to teaching and learning. The guidelines also include mathematics within the science domain and described its standards in a way that significantly lessens the teacher's role as knowledge disseminator. Instead, the guidelines encourage mathematics learning and teaching through play, self-discovery, and problem solving. This qualitative case study examined one kindergarten teacher's implementation of and associated challenges in delivering mathematics lessons from a newly developed integrated provincial curriculum (PC) and the quality of instruction as influenced by using a curriculum that is organized around thematic units. The analysis of the curriculum, ten videotaped lessons, two teacher interviews, and other supporting documents, such as student work and teacher lesson plans, indicated that the teacher encountered difficulties implementing the PC as intended due to a number of factors, including inadequate curricular resources, incoherency of the curriculum design, and a mismatch between the mathematics standards and curriculum goals and the teacher's instructional style and teaching philosophy. As a result, the quality of mathematics instruction was poor, especially in the areas of (1) using effective teaching strategies, (2) providing clear and accurate instruction with a positive attitude, (3) engaging students in sustained interactions with mathematical ideas, and (4) offering on-going assessment and feedback. To close, recommendations for curriculum refinement and professional development are provided.

KeywordChinese Preschools Curriculum Instruction Kindergarten Mathematics
DOI10.1007/s10763-013-9429-5
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000331957200009
Fulltext Access
Citation statistics
Cited Times [WOS]:8   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBI YING HU
Affiliation1.Faculty of Education, University of Macau, Av. Padre Tomas Pereira, Taipa, Macau, China
2.College of Education,Texas Christian University,Fort Worth, TX,United States
3.Hangzhou College of Preschool Teacher Education,Zhejiang Normal University,Jinhua,China
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
BI YING HU,SARAH QUEBEC FUENTES,CHUN YAN WANG,et al. A case study of the implementation of Chinese kindergarten mathematics curriculum[J]. International Journal of Science and Mathematics Education,2014,12(1):193-217.
APA BI YING HU,SARAH QUEBEC FUENTES,CHUN YAN WANG,&FEIWEI YE.(2014).A case study of the implementation of Chinese kindergarten mathematics curriculum.International Journal of Science and Mathematics Education,12(1),193-217.
MLA BI YING HU,et al."A case study of the implementation of Chinese kindergarten mathematics curriculum".International Journal of Science and Mathematics Education 12.1(2014):193-217.
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