Name: 遊びと教師と子どもの相互作用と算数力の関係 (The Relationship Between Play, Teacher-Child Interactions, and Math Ability)
Uploaded: 2021-01-14T06:02:18.000Z
Duration: 11 min 3 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

>> DR. ELSA NUNEZ: Hello I'm Elsa Nunez, President of Eastern Connecticut State University.

to 不定詞

At Eastern we encourage our students, whenever possible, to work with faculty on applied

research, so I am pleased to share with you new research findings about factors that contribute

to children's mathematical abilities. This information, gathered by faculty and

student researchers in Eastern's Center for Early Childhood Education, has powerful implications

for teachers who work with young children. I hope you find it useful.

>> DR. SUDHA SWAMINATHAN: The purpose of the math play study was to investigate teacher-child

interactions during play settings. But specifically we wanted to look at the math interactions,

so we wanted to study what kinds of teacher interactions led to stronger mathematical

>> DR. JEFFREY TRAWICK-SMITH: We were curious about whether teachersí interactions with

children, to kind of support play, would actually have an impact on their learning of number,

>> NARRATOR: Six Eastern Connecticut State University students assisted

>> JENNY WOLFF: We did an assessment, the TEMA Assessment, with children in the beginning

of the school year to get a baseline about their mathematical ability and then we re-assessed

them at the end of the year to see how they progressed in those mathematical abilities.

We then also looked at, through some video, how the interactions with their teachers helped

>> DR. SWAMINATHAN: We recorded the children during play, and especially when the teacher

>> DR. TRAWICK-SMITH: We didn't ask teachers to do anything special. They didn't try out

any kind of intervention or method of teaching. We took videos of that very natural interaction

>> CLAIRE FRYER: We edited those clips to only the teacher-child interactions and then

we coded those based on certain standards that we had, like how long they were, if they

were good interactions or not,  and things like that.

>> DR. TRAWICK-SMITH: We looked at whether there were relationships between the ways

that teachers kind of supported play, or interacted with children in play and mathematical thinking.

>> DR. SWAMINATHAN: The second part was we looked at the math behind the play interactions:

Was it related to number sense, was it related to problem solving? We looked at measurement

opportunities, we looked at communication, math talk communication. And our results were very

>> DR. TRAWICK-SMITH: We began to discover that there were several ways that teachers

support math while they're just kind of  interacting with them, as they play.

>> Teacher: Alright, now I have another question. How do we find out the answer to that?

How do we find out if we're actually right?

>> NARRATOR: There were three major findings in the study. The first was related to teacher-child

>> DR. SWAMINATHAN: The first math-related results showed that the more you talk about

numbers to children, the more they learn numbers.

>> Teacher: How many blocks do we have here? Can we count them? Can you help me count them?

>> Child: Look at this one! >> Teacher: That's so tall! Let's count

>> JENNY WOLFF: Number sense for mathematical interactions is a basic understanding of

>> Child: Five, six, eight. >> Teacher: Seven.

>> JENNY WOLFF: There were a lot of interactions with number sense around board games.

The teacher was able to observe the mathematical ability by seeing how many spaces that child

moved and how that child understood the correlation between number and quantity.

>> Child: Watch this time! One, two, three, four, five, six.

>> DR. SWAMINATHAN: Research has shown that number sense is very critical in preschool,

so it wasn't surprising that we found that these children learned so much of number sense.

>> NARRATOR: The second finding was related to communication between teachers and children

>> DR. SWAMINATHAN: The more interesting part of our study was that we found communication

was significantly important for these children.

>> JENNY WOLFF: Communication around mathematics is basically the child explaining their understanding

>> Teacher: What are the differences between the red one, the blue one, and the yellow?

>> Child: They're bigger and they're squares.

>> JENNY WOLFF: It may be a child explaining how they came to understand that two objects

are not the same size, maybe they compare it using standard measurement tools; maybe

they put it next to each other. But it's the child's ability to explain their processes,

and that can be aided by questions from the adult.

>> Teacher: How do we find out if it fits? >> Girl: We have to try it.

>> Boy: We have to measure. >> Teacher: Alright, so why don't we do that?

>> DR. SWAMINATHAN: So the teachers and the children who talk about math, so they actually

talked about their counting, they talked about their mathematical problem solving,

>> Teacher: It's up to eleven? And how many was the light box? How many inches?

>> Child: Ten. >> Teacher: Ten. So which one's bigger?

>> DR. SWAMINATHAN: These children talked about math, and when they did, it wasn't

just to say what answer they got, which is the most typical expectation in classrooms.

They talked about their processes, how they went about solving things. Or they talked

about why something did not work. So those who engaged in math talk had greater mathematical

>> DR. TRAWICK-SMITH: This suggests that effort to get children to think numerically, and

also to talk about what they're doing as they're thinking about number or other areas

of math, that those things will actually have a positive impact on their math learning.

>> DR. SWAMINATHAN: And this has not actually been proven by earlier research and it's

only been talked about theoretically in the math circle, but it was interesting for us

to see a significant result in our study.

>> NARRATOR: The third major finding was about the importance of good-fit interactions

>> DR. TRAWICK-SMITH: When teachers support children's play, and they support it in a

way that really is aligned with what  children are currently doing,

we call this a good fit play interaction.

>> Teacher: It has three flowers, where else do you see that? There you go.

>> DR. TRAWICK-SMITH: A teacher studies what a child is currently doing in play, and then

provides just the right amount of support to help them think more deeply or become more

symbolic in their play. And what we found are those good-fit play interactions were

associated with increases in mathematical thinking. This is the most exciting finding,