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Towards an agenda for studying learning and instruction focusing on time-related competences in children

Elise Burny (UGent) , Martin Valcke (UGent) and Annemie Desoete (UGent)
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Abstract
Since the 1920ies researchers have been studying children’s temporal concepts, concluding that the concept of time is complex and difficult to teach children (Fraisse 1984, Kelly et al. 1999; Piaget 1969; Zakay 1989). This research literature review aims to provide a theoretical framework to guide future research about time-related teaching in primary school. After preliminary considerations about the potential of instructional interventions in this context, this review analyzes the position of time related conceptions within primary school curricula and explores which factors exert an influence on the concept of time. Finally, clock reading is discussed as a key time-related skill in primary education that mirrors the complexity of time conceptions in general.
Keywords
primary school, mathematics, time

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Citation

Please use this url to cite or link to this publication:

Chicago
Burny, Elise, Martin Valcke, and Annemie Desoete. 2009. “Towards an Agenda for Studying Learning and Instruction Focusing on Time-related Competences in Children.” Educational Studies 35 (2).
APA
Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and instruction focusing on time-related competences in children. Educational Studies, 35(2).
Vancouver
1.
Burny E, Valcke M, Desoete A. Towards an agenda for studying learning and instruction focusing on time-related competences in children. Educational Studies. 2009;35(2).
MLA
Burny, Elise, Martin Valcke, and Annemie Desoete. “Towards an Agenda for Studying Learning and Instruction Focusing on Time-related Competences in Children.” Educational Studies 35.2 (2009): n. pag. Print.
@article{706039,
  abstract     = {Since the 1920ies researchers have been studying children’s temporal concepts, concluding that the concept of time is complex and difficult to teach children (Fraisse 1984, Kelly et al. 1999; Piaget 1969; Zakay 1989). This research literature review aims to provide a theoretical framework to guide future research about time-related teaching in primary school.  After preliminary considerations about the potential of instructional interventions in this context, this review analyzes the position of time related conceptions within primary school curricula and explores which factors exert an influence on the concept of time. Finally, clock reading is discussed as a key time-related skill in primary education that mirrors the complexity of time conceptions in general.},
  author       = {Burny, Elise and Valcke, Martin and Desoete, Annemie},
  issn         = {0305-5698},
  journal      = {Educational Studies},
  keywords     = {primary school,mathematics,time},
  language     = {eng},
  number       = {2},
  title        = {Towards an agenda for studying learning and instruction focusing on time-related competences in children},
  volume       = {35},
  year         = {2009},
}

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