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Differentiation in kindergarten : a cognitive task analysis of kindergarten teachers´ thinking and acting in providing differentiated early numeracy education

Vreman, L. (2019) Differentiation in kindergarten : a cognitive task analysis of kindergarten teachers´ thinking and acting in providing differentiated early numeracy education.

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Abstract:In today's education, teachers are expected to take differences between students into account and adapt their instructions and guidance to their students' needs, also called differentiation. Differentiation is defined as a complex teacher skill not every(beginning)teacher masters. Since a description of teachers'differentiation qualities was missing, it was hard to give effectivesupport to teachers. In the MATCH-project an overview and skill hierarcy for differentiated math instruction in Dutch primary schools was given. But this overview is only applicable to primary education. How about the needed skills and knowledge in kindergarten? This context seems more complex, since math education is not only offered in group instructions, but in all sorts of activities throughout the day.This study aimed at gaining insight in the needed skills and knowledge for differentiation in early numeracy in kindergarten, and making a comparison with the needed teacher skills and knowledge in primary education.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/79366
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