From Preschool Teachers' Professional Development to Children's Knowledge: Comparing Sets

Autor/inn/en	Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal
Titel	From Preschool Teachers' Professional Development to Children's Knowledge: Comparing Sets
Quelle	In: Journal of Mathematics Teacher Education, 14 (2011) 2, S.113-131 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-011-9172-1
Schlagwörter	Preschool Children; Knowledge Base for Teaching; Program Effectiveness; Preschool Teachers; Professional Development; Pedagogical Content Knowledge; Mathematics Education; Mathematics Instruction; Comparative Analysis; Teacher Education; Learner Engagement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching theory; Theory of teaching; Unterrichtstheorie; Erzieher; Erzieherin; Kindergärtnerin; Pädagogische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Lehrerausbildung; Lehrerbildung
Abstract	Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes that revolve around the topic of equivalent sets, it demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice. Assessment of the program included assessing the children's knowledge. Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10