Date of Award:
5-2012
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Family Consumer Human Development
Committee Chair(s)
Ann M. Berghout Austin
Committee
Ann M. Berghout Austin
Committee
Shelley L. K
Committee
Shelley L. Knudsen Lindauer
Committee
Troy E. Beckert
Abstract
This study examined the mathematics talk that children engage in during free play in their non-parental, family child care environments. Audio tapes of children during free play were transcribed and coded for different types of mathematical references using a coding scheme. Types of math talk included: (a) classification, (b) magnitude, (c) enumeration, (d) patterns and shapes, (e) spatial reasons, and (f) part/whole. Results showed that children used spatial relations more than other types of mathematical references. Children‘s math talk was compared based on their gender and age. Results showed that, on average, children who were older than 40 months referenced mathematics more often than younger children. Also, males were more likely to reference math during free play than were females. Children‘s math talk was also analyzed in comparison to provider education and experience. It showed that when providers had CDA or 2-year degrees, children under their care referenced math more frequently. (78 pages)
Checksum
863ac170c8bb13a492da468816a497f7
Recommended Citation
Hendershot, Shawnee M., "Young Children‘s Mathematics References During Free Play in Family Child Care Settings" (2012). All Graduate Theses and Dissertations. 1113.
https://digitalcommons.usu.edu/etd/1113
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Comments
Publication made available electronically January 24, 2012.