Early Math Professional Development: Meeting the Challenge Through Online Learning

Sheridan, Kathleen; Banzer, David; Pradzinski, Anne; Wen, Xiaoli

doi:10.1007/s10643-019-00992-y

Cited by 17 publications

(7 citation statements)

References 28 publications

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“…Young children bring a wealth of informal mathematical knowledge to school [1]. At the same time, many early childhood teachers report a lack of confidence in their ability to deliver high quality math instruction [45]. For these reasons, the findings from the pre-and post-course beliefs survey are encouraging.…”

Section: Bolstering Teachers' Beliefs About Mathematics and Developme...mentioning

confidence: 99%

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

et al. 2023

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Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared.

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Section: Bolstering Teachers' Beliefs About Mathematics and Developme...mentioning

confidence: 99%

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

et al. 2023

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“…Mathematical pedagogy presents a particular challenge for many ECEC educators, with many lacking the depth and complexity of understanding needed to create responsive and mathematically rich learning environments (Neilsen-Hewett et al, 2018). Although evidence for the importance of early mathematical experiences for children’s ongoing development is robust (MacDonald & Murphy, 2021; Seitz & Weinert, 2022; Sheridan et al, 2019), young children are exposed to comparatively fewer mathematical experiences across the day compared to other curriculum areas (Siraj et al, 2018). Where mathematics is found in programming, it is commonly limited to number and counting (with few opportunities for mathematical problem solving or rich, integrated cross-curriculum play-based experiences) (Neilsen-Hewett et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Where mathematics is found in programming, it is commonly limited to number and counting (with few opportunities for mathematical problem solving or rich, integrated cross-curriculum play-based experiences) (Neilsen-Hewett et al, 2018). This documented imbalance has been attributed to several factors including educators’ lack of mathematical knowledge, anxiety, low confidence and a lack of awareness of developmental capacities and needs of young children (Mae, 2020; Sheridan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue

Grimmond

Neilsen‐Hewett

Howard

2022

Australasian Journal of Early Childhood

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Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has been growing recognition of the importance of mathematics learning in early childhood education as foundational for later learning. This newly developed assessment – the Numeracy and Mathematics Block-Based Assessment( NUMBBA) – aims to embed formative assessment practice within multiple pedagogies for play and learning. The results from the qualitative component of a larger mixed-methods study examined how this validated tool was used by 16 early childhood educators. Thematic analysis of semi-structured interviews revealed shifts in educators’ knowledge of mathematics, perceptions of children’s abilities, attitudes towards mathematics and assessment, and approaches to intentional mathematical pedagogy and practice

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“…The attainment of basic mathematical abilities is also one of the main educational goals in early grades of elementary school. Early math skills are related with future academic success and interventions aimed at learning basic math concepts should start at preschool age (Sheridan et al, 2020). Children's number competencies at preschool age are related to mathematics achievement at Grade 3 (Jordan et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

Biščević

Maleč

Memišević

2021

Šk. vjesn. (Online)

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The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

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Early Math Professional Development: Meeting the Challenge Through Online Learning

Cited by 17 publications

References 28 publications

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue

The relationship of reading and mathematics in third-grade elementary school student in Canton Sarajevo

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