Early childhood mathematics: A pilot study in preservice teacher education

Author(s)
Cohrssen, Caroline
Tayler, Collette
Publication Date
2016
Abstract
<p>Teaching mathematics in an early childhood program requires mathematical content knowledge and teacher self-efficacy, yet research has shown that early childhood educators often have negative attitudes towards mathematics and feel underprepared to teach mathematical concepts. The study reported here documents the reconceptualization of a graduate, preservice teacher education program, a program designed to address teacher anxiety and increase capacity to teach mathematics in a play-based early childhood setting. The study aimed to investigate: (1) the effectiveness of the mathematics component of the course in equipping teacher candidates to teach mathematics in early childhood, and (2) whether participation in the mathematics component of the course changed teacher candidates' self-efficacy regarding mathematics. Findings show that both self-efficacy and content knowledge improved when teacher candidates had the opportunity to engage with play-based learning experiences that embed mathematical concepts. Furthermore, the focus on a learning trajectories approach supports the identification of developmental progression points in children's emerging mathematical understanding, assisting with teacher candidates' fine-grained observations, assessment of children's learning, and authentic, individualized planning for learning.</p>
Citation
Journal of Early Childhood Teacher Education, 37(1), p. 25-40
ISSN
1745-5642
1090-1027
Link
Publisher
Routledge
Title
Early childhood mathematics: A pilot study in preservice teacher education
Type of document
Journal Article
Entity Type
Publication

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