Assessment of the Practices for Early Mathematics Thinking in Preschools of Pasaje City, Ecuador

Preschool education is fundamental to shape children’s aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a...

Full description

Saved in:
Bibliographic Details
Published in:European journal of educational research 2019, Vol.8-2019 (volume8-issue4.html), p.1063-1070
Main Authors: Reyes-Cedeno, Clelia Consuelo, Rivas-Cun, Hector Ivan, Espinoza-Cevallos, Carmen Elizabeth, Rojas-Garcia, Carlos R.
Format: Article
Language:English
Subjects:
Barriers
Educational Practices
Eğitim Bilimleri
Family Environment
Family Literacy
Foreign Countries
Geometry
Mathematical Aptitude
Mathematics Curriculum
Mathematics Education
Mathematics Instruction
Numeracy
Preschool Children
Preschool Curriculum
Preschool Education
Socioeconomic Status
Spatial Ability
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Preschool education is fundamental to shape children’s aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a result, the safeguarding of a good children’s education appears to be lessened. This work aimed to evaluate the mathematics thinking practices in preschools of Pasaje city, Ecuador. The investigation employed a descriptive approach, hence data were collected from 65 teachers and 810 parents from public and private preschools by means of interviews and questionnaire in an attempt define some causes (teacher’s education, children’s socio-economical and family circumstances) that impair the initiation of the numerical, spatial and metric and geometric aptitudes in children. The results showed that not only preschool practices but also the home environment linked to socio-economic status appear to have positive or unfavorable influences on their children’s education.
ISSN:2165-8714
2165-8714
DOI:10.12973/eu-jer.8.4.1063