Author ORCID
0000-0002-9648-2387
Abstract
Growing evidence demonstrates that early mathematics teaching and learning experiences, among all educational resources, are especially important contributors to students’ learning and later achievement in mathematics and other areas, particularly in low-SES students who are at risk of falling behind in mathematics achievement. As early mathematics education has assumed heightened importance, quality of early mathematics teaching and learning experiences has attracted national attention, and the pressure to perform in mathematics has trickled down to preschoolers and kindergarteners. How can nations make sure their citizens are equipped with the necessary math skills and knowledge in order to be competent and productive members of society? Committing to equipping every student with high-quality early math learning experiences is undeniably a tall order and an impossible task if it is not approached as being a nationwide issue.
Recommended Citation
CEREZCI, BILGE
(2019)
"Barriers to Quality Early Mathematics Teaching and Learning,"
Journal of Vincentian Social Action: Vol. 4:
Iss.
3, Article 7.
Available at:
https://scholar.stjohns.edu/jovsa/vol4/iss3/7
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