Summary
The recent development of the British eary years (3-5years) maths ourrioulum is described as a function of successive educational reforms aimed at the primary school curriculum in general and the primary maths curriculum (5-12 years) in particular. Contradictions within this curriculum development process are explained in terms of current curriculum theory. Young children’s experience of the British primary maths curriculum is illustrated with data from a longitudinal study of early maths concepts from 5 to 8 years of age. Case study data show how normative assumptions embedded in the curriculum make teacher’s work unneccesarily difficult, and deprive children of satisfying learning experiences in mathematics. It is argued that an efficiently implemented early years maths curriculum (from 3-8 years) would take young children’s developmental characteristics into account, and would stress cross-curricular themes and indirect teaching of concepts.
Résumé
La mise au point récente du programme préscolaire (3 à 5 ans) de mathématiques au Royaume-Uni est décrite en fonction de réformes successives en éducation, visant le programme d’enseignement primaire en général et le programme primaire de mathématiques (5 à 12 ans) en particulier. Certaines contradictions au sein de ce processus d’élaboration de programme sont expliquées en regard de la théorie actuelle en matière de programmes. L’expérience que les jeunes enfants ont du programme primaire de mathématiques du Royaume-Uni est illustrée par des données tirées d’une étude longitudinale sur les premiers concepts de mathématiques de 5 à 8 ans. Des données provenant d’études de cas montrent comment des postulats normatifs inscrits au programme rendent le travail des enseignants inutilement difficile et privent les enfants d’expériences gratifiantes en mathématiques. II est avancé qu’un programme de mathématiques prématiques précoce (3-8 ans) efficacement mis en Oeuvre prendrait en compte les caractéristiques du développement des jeunes enfants, et mettrait l’accent sur des thèmes transdisciplinaires ainsi que sur l’enseignement indirect de concepts.
Resumen
Se describe el reciente desarrollo del currículo británico para matemáticas en los primeros años de educación (3-5 años) como una función de reformas educativas consecutivas dirigidas al curriculo de la educación primaria en general y al currículo de matemáticas en la etapa primaria (5-12 años) en particular. Se explican las contradicciones de este proceso de desarrollo curricular basadas en las teorías curriculares actuales. La experiencia de niños y niñas en el currículo de matemáticas británico en la etapa primaria se ilustra con datos de un estudio longitudinal de conceptos matemáticos en niños de 5 a 8 años de edad. Datos de estudios de casos demuestran cómo supuestos normativos incluidos en el curriculo hacen el trabajo de los/las maestros/as innecesiariamente difíciles, y privan a los niños de experiencias educativas satisfactorias en matemáticas. Se argumenta que un currículo de matemáticas para niños de 3 a 8 años aplicado de forma eficiente tendría en cuenta las características del desarrollo de estos niños, y recalcaría temas multi-disciplinarios en el curriculum asi como la enseñanza indirecta de algunos conceptos.
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Munn, P. Mathematics in early childhood. IJEC 38, 99–111 (2006). https://doi.org/10.1007/BF03165980
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DOI: https://doi.org/10.1007/BF03165980