How kindergarten teachers in China create conditions for children’s mathematics concept learning

Abstract

To fully support early mathematics learning, it is insufficient to rely solely on children’s self-initiated activities. The literature has suggested that kindergarten teachers play a critical role in creating meaningful mathematics learning opportunities for children. Hence, this study explores how kindergarten teachers in China create conditions to support children’s mathematics concept learning. Digital video observations were collected from six teachers at a kindergarten in China to capture their mathematics teaching practices. These observations were then followed up by stimulated recall interviews with the six participating teachers. Concepts of motive, everyday concepts and scientific concepts are drawn upon to examine kindergarten teachers’ pedagogical practices through a cultural-historical theory lens. This study argues that kindergarten teachers in China value children’s everyday concepts when planning children’s mathematics lessons. These teachers develop their pedagogical practices by considering children’s motive orientation and integrating it with their own teaching agenda to create meaningful mathematics learning opportunities for children.