Kerekes, Judit (2016) Research based experience in the development of early number sense in early childhood classrooms in New York City. GRADUS, 3 (1). pp. 134-141. ISSN 2064-8014
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Abstract
A native Hungarian professor has taught in New York City for 20 years. This paper presents an auto-ethnographic study of a her work with early childhood teachers in pre-service and in- service settings.The constructivist perspective provides advantage point to understand successful development of early childhood math education strategies.
| Item Type: | Article |
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| Uncontrolled Keywords: | Mathematics Education Number Sense Early Childhood Education Auto-Ethnography |
| Subjects: | L Education / oktatás > L1 Education (General) / oktatás általában |
| Depositing User: | Zoltán Subecz |
| Date Deposited: | 25 Jun 2020 12:25 |
| Last Modified: | 03 Apr 2023 06:50 |
| URI: | http://real.mtak.hu/id/eprint/110412 |
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