Educating the Young Mathematician: The Twentieth Century and Beyond

Educational programs for young children emerged reasonably early in the history of the United States of America. The movements of Child-Centered Education, the Nursery School, the Project Method, Curriculum Reform, and contemporary research have all influenced mathematics in early childhood education. The Froebelian kindergarten and the Montessori Casa die Bambini (Children’s House) included approaches to teaching mathematics. This article reviews the history of mathematics education in relation to the history of early childhood education from the turn of the twentieth century. It also discusses how research in mathematics education attempted to gain its own identity. Throughout history, researchers have identified mathematics issues and addressed them, defining the field, and generating a cadre of mathematics researchers.     

Critical Literacy for Young Citizens: First Graders Investigate the First Thanksgiving

In this piece, we share a story about the power of historical investigation as a means of developing critical literacy in young children. Drawing on the work of VanSledright (Social Educ 68:230, 2004), we outline four aspects of historical thinking as they relate to the development of critically minded citizens. We then turn to a discussion of a first-grade lesson on the First Thanksgiving Feast, reflect on the meanings children took from this experience, and explore possible implications and extensions.     

李提摩太与《泰西新史揽要》的译介

作为一部英国三流历史学著作 ,《泰西新史揽要》却是晚清销量最大、影响最广的西方历史学译作。这部本来以改善教会在华处境为目的的译著 ,完成出版之时恰逢甲午战争的危局 ,不仅近代中国人把它作为思想启蒙的工具 ,而且李提摩太也不由自主转移了重点 ,更多参与到近代中国的变革论争之中。李提摩太的很多工作 ,诸如译书、文章著述、参加反缠足会、创办山西大学堂等等 ,都对近代中国的思想启蒙和社会进步做出了重要贡献     

十九世纪法国高等教育改革的启示--兼谈法国数学百年兴衰

法国在18世纪末成为世界数学乃至科学的中心,其百年兴衰史与法国大革命后所进行的高等教育体制和科学体制改革有着密切联系,其经验和教训值得我们深思和借鉴.     

论十九世纪德国工业革命进程中的历史阶段

德国的工业革命发端于十九世纪三十年代,经历了早期工业化阶段、"起飞"阶段和成熟阶段等三个阶段之后,德国的工业化基本完成。土地改革和商业改革促进了工业革命前进的步伐,铁路和重工业的发展更使德国工业革命如火如荼。但是经济发展到一定程度之后,城市化问题也逐渐凸显出来。     

温籍数学家群体与中国现代数学

介绍20世纪温籍数学家群体的主要成就和他们在中国现代数学中的地位。     

Young Children's Exposure to Mathematics: The Child Care Context

Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed.     

Helping Young Children to Delay Gratification

The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; a, labeling: received the treatment of being labeled as “patient” kids; b, story-telling: were read a story about the patient antagonist rewarded double gifts, while the impulsive character got only one same reward; c, control: received no treatment. Under the DG task of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M = 13.23 m) than the control one (M = 11.25 m), showed marginal significant difference at p = .06, medium effect size magnitude at η² = .06. No significant mean differences were found between the story-telling (M = 12.68 m) and the control group, though the story-telling group delayed more than 1 min longer than their counterparts. Sex differences on the task are also discussed.     

儿童文学与小学语文教育--20世纪初期的历史透视

通过对20世纪早期中国儿童文学史与中小学语文课程发展史的透视,能清楚看出儿童文学与中小学语文教育之间的互动关系。学校教育的需要是中国现代儿童文学产生的主要推动力之一,课程实践客观上促进了早期儿童文学创作的发展,同样,儿童文学的理论与实践为儿童文学成为语文教育的课程资源提供了可能。     

Starting School: Welcoming Young Children and Families into Early School Experiences

Throughout the world, young children and their families anticipate the start of school with expectations and hopes, as well as concerns. Although the approaches and customs differ from one nation, region, or culture to another, one constant is the recognition that a collaborative effort is needed to welcome young children and their families into formal schooling experiences. The transition process should be proactive and responsive to the children’s needs. This article addresses four key components of appropriate support for young children who are starting school: (1) a consideration of the developmental characteristics of young children, (2) a recognition of factors that affect adjustment to new situations, (3) the establishment of relationships with families, and (4) the implementation of strategies that assist young children in making this important transition. Strategies for assisting children who are beginning their school careers are shared.     

The Dynamics of Violence and Homelessness Among Young Families

Violence is one of the most prevalent elements in the lives of homeless families with young children. This violence may come in various forms: domestic violence, street violence, violence in one’s childhood, witnessing violence, and other avenues and modes. Violence disrupts the normal bonding between parent and child. It isolates and degrades families. Early childhood professionals can support parents and children who are victims of violence through support, education, and nurturance.     

Young adult outcomes of the Abecedarian and CARE early childhood educational interventions

Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families.     

A Historical Examination of Self-Regulation: Helping Children Now and in the Future

Using content and archival analysis as a mixed method research design, this study addresses the broad issue of self-regulation since this subject area first appeared in the developmental psychology journals, addressing the question of whether each historical period had its own particular perspective on self-regulation, or was there, in fact, a progressive development? This research also explored the historical basis of current perspectives in order to provide background and continuity for present theories and the discussion of implications for families, professionals, and communities in supporting the development of self-regulation in infants and children.     

Investigating Chinese preschool teachers’ beliefs in mathematics teaching from a cross-cultural perspective

In China, preschool curriculum has undergone reform and profound changes. Much remains unknown, however, regarding preschool teachers’ teaching beliefs after 30 years of curriculum reform and adaptation. This study aimed to address the issue and investigate teachers’ beliefs concerning teaching mathematics. Twelve preschool teachers in China participated in the study: they watched videos of mathematics lessons conducted in the US and were interviewed with questions regarding the lessons. Qualitative analysis was then applied; themes were searched from the participants’ responses. The study revealed that Chinese preschool teachers acknowledged the features of (a) active learning, (b) involving every child, and (c) connecting lessons with everyday activities. However, they believed that their own teaching would be more purposeful: they would choose a specific content focus, use a series of steps, and make explicit summary at the end. The study also revealed Chinese preschool teachers’ solid specialized content knowledge in mathematics.     

十九世纪英国妇女选举权运动的理论探索

英国妇女选举权运动在19世纪掀起了第一个高潮,把妇女选举权从男性社会不屑一顾的概念,变成了一个政治问题,成为人们逐渐耳熟能详的语言。妇女的政治要求从最初要求未婚妇女与寡妇的选举权,逐渐向普选方向发展;选举权的依据从自由女权主义的公正之说,发展到本质论思想,并进一步发展出独特的女性优越论思想。这一切,既是妇女们不懈探索和亲身实践的结果,也是时代与社会发展的必然趋势。     

转换研究视角探求流域文明的新思路——以王禹浪教授黑龙江流域文明研究的历程为启示

边疆历史的研究对处理和解决边疆问题,融洽跨境的国家关系与民族文化,进而构建和谐的国际环境有着积极的意义。今天的行政区划并非适用于古代政权的疆域,更是无法限定古代民族的脚步和框定历史文明的分布范畴。以流域文明为视野的边疆史研究,更有利于客观地解释不同国家所拥有的共同的历史与文化,使我们各自不同的历史认知在流域的空间内得以逐渐走向历史的认同。     

Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.     

Learning Classroom Management Through Web-Based Case Instruction: Implications for Early Childhood Teacher Education

In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.