In early childhood settings narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool. However, in the New Zealand context there is increasing concern that learning stories currently downplay domain knowledge. Data from teacher interviews and samples of learning stories suggest that many teachers prefer to document and analyse mathematics learning that occurs within explicit mathematics activities rather than within play that involves mathematics.
Authors
- Authorizing Institution
- Mathematics Education Research Group of Australasia
- Education Level
- Early Childhood Education
- Location
- New Zealand
- Peer Reviewed
- F
- Publication Type
- ['Speeches/Meeting Papers', 'Reports - Research']
- Published in
- United States of America
Table of Contents
- Curriculum and Assessment Practices 1
- Te Whāriki 1
- Kei Tua o te Pae. Assessment for Learning 1
- Early Childhood Exemplars for 2
- Kei Tua o te Pae 2
- Research Overview 3
- Findings 3
- Learning Dispositions Referenced in Learning Stories in each of the Kindergartens 4
- Mathematics Referenced in Learning Stories in each of the Kindergartens 5
- Discussion 6
- Implications and Conclusions 7
- References 8
