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Towards an Understanding of Early Childhood Mathematics Education: A Systematic Review of the Literature Focusing on Practicing and Prospective Teachers

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Title: Towards an Understanding of Early Childhood Mathematics Education: A Systematic Review of the Literature Focusing on Practicing and Prospective Teachers
Language: English
Authors: Linder, Sandra M., Simpson, Amber
Source: Contemporary Issues in Early Childhood. Sep 2018 19(3):274-296.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2018
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Mathematics Education, Research Methodology, Educational History, Teaching Methods, Mathematics Instruction, Preservice Teachers, Preschool Teachers, Pedagogical Content Knowledge, Foreign Countries
DOI: 10.1177/1463949117719553
ISSN: 1463-9491
Abstract: This article presents the results of a literature review spanning 15 years (2000-2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers' practice.
Abstractor: As Provided
Number of References: 155
Entry Date: 2018
Accession Number: EJ1191931
Database: ERIC
FullText Text:
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  Data: Towards an Understanding of Early Childhood Mathematics Education: A Systematic Review of the Literature Focusing on Practicing and Prospective Teachers
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1177/1463949117719553
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  Data: This article presents the results of a literature review spanning 15 years (2000-2015), identifying empirical research relating to early childhood mathematics education. A total of 1141 articles were identified and examined in order to determine the current state of research in terms of location, participants, research questions, and the research methodology commonly used in this body of literature. Following a discussion of the overarching view of the literature, the authors present an analysis of a subsection of the literature, focusing on practicing and prospective teachers' practice.
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