Early Childhood Teacher Education: The Case of Geometry

Autor/inn/en	Clements, Douglas H.; Sarama, Julie
Titel	Early Childhood Teacher Education: The Case of Geometry
Quelle	In: Journal of Mathematics Teacher Education, 14 (2011) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-011-9173-0
Schlagwörter	Research and Development; Mathematics Education; Early Childhood Education; Young Children; Geometry; Spatial Ability; Learning Processes; Professional Development; Teaching Models; Student Attitudes + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Geometrie; Räumliches Vorstellungsvermögen; Learning process; Lernprozess; Lehrmodell; Schülerverhalten
Abstract	For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately, geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry and spatial thinking, review research on professional development for these teachers, and describe a series of research and development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10