Investigating U.S. Preschool Teachers' Math Teaching Knowledge in Counting and Numbers

Autor/in	Li, Xia
Titel	Investigating U.S. Preschool Teachers' Math Teaching Knowledge in Counting and Numbers
Quelle	In: Early Education and Development, 32 (2021) 4, S.589-607 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1785226
Schlagwörter	Preschool Teachers; Preservice Teachers; Graduate Students; Undergraduate Students; Pedagogical Content Knowledge; Mathematics Education; Kindergarten; Young Children; Educational Games; Number Concepts; Computation; Error Patterns; Educational Diagnosis; Knowledge Level + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Kompetenz; Mathematische Bildung; Frühe Kindheit; Educational game; Lernspiel; Number concept; Zahlbegriff; Fehlertyp; Pedagogical diagnostics; Pädagogische Diagnostik; Wissensbasis
Abstract	Research Findings: The aim of this study was to investigate U.S. preschool teachers' math teaching knowledge in a specific content domain: counting and numbers. One hundred in-service and pre-service teachers participated in the study; they completed a questionnaire that is composed of learning scenarios and scenario-based math teaching questions. A mixed qualitative and quantitative method was applied in analyzing the data. Results show that the majority of U.S. preschool teachers failed to identify the concept of count-out that is embedded in a math game, the one-to-one correspondence error was the most identified counting error comparing to the other errors such as the cardinality principle error, and the knowledge of content and teaching appears to be more satisfactory than specialized content knowledge or knowledge of content and students. Practice or Policy: The study serves to fill some gap in addressing a pressing need in the field that is to identify and measure the unique body of preschool teachers' math teaching knowledge. The study also justifies that preschool teachers need intensive training such as a coursework that wholly focuses on math teaching in order for their math teaching knowledge to be more refined and teaching to be more knowledge-informed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01