To Gain Knowledge of How to Be Challenging: Preschool Mathematics Professional Development

Autor/inn/en	Helenius, Ola; Johansson, Maria L.; Lange, Troels; Meaney, Tamsin; Wernberg, Anna
Titel	To Gain Knowledge of How to Be Challenging: Preschool Mathematics Professional Development
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 3, S.36-57 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preschool Teachers; Mathematics Teachers; Faculty Development; Teacher Surveys; Teacher Attitudes; Use Studies; Electronic Publishing; Electronic Libraries; Instructional Materials; Online Surveys; Multiple Choice Tests; Program Content; Task Analysis; Alignment (Education); Educational Practices; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Benutzerschulung; Elektronisches Publizieren; Digitale Bibliothek; Elektronische Bibliothek; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Programmgestaltung; Aufgabenanalyse; Bildungspraxis; Ausland; Schweden
Abstract	The use of freely-available web-based materials in professional development has rarely been investigated in mathematics education research. In this article, the responses to a survey by 267 preschool teachers about their use of online professional development materials are described. The web materials were based on a design model and the survey results are compared with its principles which focus on content, tasks and relationships. The results show that some of the content in the written materials was considered difficult to understand. Nevertheless, the requirement to work on the material in groups and to carry out tasks in their own preschools supported the teachers to develop a more comprehensive understanding of the content over time. Generally, the teachers found the material valuable for gaining knowledge about mathematics for young children that they could implement as tasks to challenge children in their preschools. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01