Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching

Autor/inn/en	Björklund, Camilla; Alkhede, Maria
Titel	Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching
Quelle	In: Mathematics Teacher Education and Development, 19 (2017) 3, S.117-134 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Numbers; Computation; Preschool Teachers; Foreign Countries; Focus Groups; Mathematics Instruction; Faculty Development; Reflection; Knowledge Base for Teaching; Early Childhood Education; Teaching Methods; Pedagogical Content Knowledge; Models; National Curriculum; Mathematics Activities; Sweden + Suchen Sie Ihr Suchwort? Zahlenraum; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Analogiemodell; Schweden
Abstract	This article reports a study of educators differentiating aspects of mathematical knowledge for teaching in preschool as part of a further-education programme. Eight Swedish preschool educators participated in focus group discussions about documentations from their own practice during a school year, to enhance their awareness of their mathematics education practice. The object of learning for the participants is more specifically how numbers and counting are made content for learning in preschool practice. The educators' authentic documentations are reflected upon in focus group meetings and further analysed by the researchers to find out what aspects the educators differentiate during the programme. Results show that educators' learning about content for children's learning in preschool is a complex process. This process involves several aspects necessary to discern for a professional development to occur, but the collaborative approach seems prosperous in that new aspects are brought to the fore, influencing their reflective practice. (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