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Calendar Math in Preschool and Primary Classrooms: Questioning the Curriculum

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Abstract

The Early Childhood profession would benefit from a systematic inquiry into “calendar math”. The authors offer an organized framework for this work. After a description of calendar math practices, the authors examine problematic aspects of its implementation, based on developmental theory. The essay concludes with a call for more reflective teaching practice about the match between teacher intentions and student outcomes.

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Authors and Affiliations

  1. University of South Florida, USA.

    Elizabeth Ann Ethridge & James R. King

  2. University of South Florida, U.S.A

    Elizabeth Ann Ethridge

Authors
  1. Elizabeth Ann Ethridge
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  2. James R. King
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Correspondence to Elizabeth Ann Ethridge.

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Ethridge, E.A., King, J.R. Calendar Math in Preschool and Primary Classrooms: Questioning the Curriculum. Early Childhood Educ J 32, 291–296 (2005). https://doi.org/10.1007/s10643-005-4398-0

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  • DOI: https://doi.org/10.1007/s10643-005-4398-0

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