| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 102 === Abstract
The study investigated young children’s mathematical experiences in the theme approach. Qualitative research method was adopted with data collection techniques as participant observation, videotaping, teaching log and reflection, and child documentation. Data were collected from a 4~6 mixed age early childhood program in a period of six months, during which time clothing was chosen as a learning theme and children’s mathematics related activities were the focus for data collection and analyses. Results are as follows：
1. Problem-based learning provides meaningful mathematical experiences for young children.
2. Theme approach is an integrated curriculum in which young children gain meaningful mathematics on hand experiences and concepts.
3. Teacher’s scaffolding gives important guidance and support in young children’s mathematical learning.
4. Authentic assessment is necessary for presenting mathematical learning process and progress for young children.
Suggestions that concern curriculum and instruction of mathematical acquisition for young children and teacher profession development are proposed for researches in the future.
Keywords: the theme approach, young children, Mathematics, problem-based learning
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