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Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children

Elise Burny UGent, Ningning Zhao UGent, Martin Valcke UGent, Annemie Desoete UGent and Hendrik Van Steenbrugge UGent (2013) INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 11(3). p.761-785
abstract
The present study reexamines the adoption of clock reading skills in the primary mathematics curriculum. In many Western countries, the mathematics curriculum adopts a number of age-related stages for teaching clock reading skills, that were defined by early research (e.g., Friedman & laycock, 1989; Piaget, 1969). Through a comparison of Flemish and Chinese student’s clock reading abilities, the current study examines whether these age-related stages are a solid base for teaching clock reading skills. By means of both quantitative (ANOVA’s) and qualitative (textbook analysis) methods, the present study indicates that the alternative way of teaching clock reading skills in China, i.e., at the age of six instead of staggered out over several grades, results in a two years earlier acquisition of clock reading skills. This indicates that the previously age-related stages in children’s acquisition of clock reading are not universal, nor the most effective way to teach these skills to young children.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
MATHEMATICS, UNITED-STATES, ACHIEVEMENT, TIME, MULTIPLICATION, INSTRUCTION, DISTANCE, SPEED, clock-reading knowledge, comparative research, mathematics curriculum, textbook analysis
journal title
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
volume
11
issue
3
pages
761 - 785
Web of Science type
Article
Web of Science id
000318554500010
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.636 (2013)
JCR rank
126/219 (2013)
JCR quartile
3 (2013)
ISSN
1571-0068
DOI
10.1007/s10763-012-9362-z
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1225604
handle
http://hdl.handle.net/1854/LU-1225604
date created
2011-05-17 15:35:44
date last changed
2015-06-17 09:34:25
@article{1225604,
  abstract     = {The present study reexamines the adoption of clock reading skills in the primary mathematics curriculum. In many Western countries, the mathematics curriculum adopts a number of age-related stages for teaching clock reading skills, that were defined by early research (e.g., Friedman \& laycock, 1989; Piaget, 1969). Through a comparison of Flemish and Chinese student{\textquoteright}s clock reading abilities, the current study examines whether these age-related stages are a solid base for teaching clock reading skills. By means of both quantitative (ANOVA{\textquoteright}s) and qualitative (textbook analysis) methods, the present study indicates that the alternative way of teaching clock reading skills in China, i.e., at the age of six instead of staggered out over several grades, results in a two years earlier acquisition of clock reading skills. This indicates that the previously age-related stages in children{\textquoteright}s acquisition of clock reading are not universal, nor the most effective way to teach these skills to young children.},
  author       = {Burny, Elise and Zhao, Ningning and Valcke, Martin and Desoete, Annemie and Van Steenbrugge, Hendrik},
  issn         = {1571-0068},
  journal      = {INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION},
  keyword      = {MATHEMATICS,UNITED-STATES,ACHIEVEMENT,TIME,MULTIPLICATION,INSTRUCTION,DISTANCE,SPEED,clock-reading knowledge,comparative research,mathematics curriculum,textbook analysis},
  language     = {eng},
  number       = {3},
  pages        = {761--785},
  title        = {Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children},
  url          = {http://dx.doi.org/10.1007/s10763-012-9362-z},
  volume       = {11},
  year         = {2013},
}

Chicago
Burny, Elise, Ningning Zhao, Martin Valcke, Annemie Desoete, and Hendrik Van Steenbrugge. 2013. “Curriculum Sequencing and the Acquisition of Clock Reading Skills Among Chinese and Flemish Children.” International Journal of Science and Mathematics Education 11 (3): 761–785.
APA
Burny, E., Zhao, N., Valcke, M., Desoete, A., & Van Steenbrugge, H. (2013). Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 11(3), 761–785.
Vancouver
1.
Burny E, Zhao N, Valcke M, Desoete A, Van Steenbrugge H. Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 2013;11(3):761–85.
MLA
Burny, Elise, Ningning Zhao, Martin Valcke, et al. “Curriculum Sequencing and the Acquisition of Clock Reading Skills Among Chinese and Flemish Children.” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION 11.3 (2013): 761–785. Print.