Enhancing and analyzing kindergarten teachers’ professional knowledge for early mathematics education

Gasteiger, Hedwig; Benz, Christiane

doi:10.1016/j.jmathb.2018.01.002

Cited by 45 publications

(32 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is useful at this point to distinguish the nature or orientation of the characterisers we have identified. Those associated with the task design correspond to what the teacher takes into account with respect to resources (the teaching materials used) [2,5,10], the mathematical content in play (the type of problem), the medium used to communicate the formulation of the problem (the form of expression), and the configuration of the starting conditions on which the problem is to be based (type of problem formulation) [18,19,21]. Conversely, the characterisers associated with the lesson management are associated with the teacher's aim for the pupils to learn to pose problems consistent with the demands of the starting situation (stages in task execution), as well as its limitations (degree of liberty), and the role conferred on the pupils' drawings (role of the pupils' drawings) so as to obtain information about the mathematical content of the problem (problem type, as in task design), and the elements constituting the problem statement (elements of the problem) [9].…”

Section: Discussionmentioning

confidence: 99%

“…Another aspect of preschool education that teachers need to take into account is the children's tacit informal mathematical knowledge [15,18,19]. This is the kind of knowledge they acquire through playing games at home and at school, and is strongly linked practical, concrete experiences.…”

Section: Introductionmentioning

confidence: 99%

“…One way in which play can be usefully introduced into the classroom is when the teacher is able to make everyday routines an opportunity to develop mathematical skills, such as taking the register, which combines establishing a bijection with enumeration, along with all the subtasks this implicitly involves [20], or arranging the tables and chairs, which requires spatial awareness and the ability to estimate distances. This is one of the aspects of this stage that marks out the particular expertise of infant teachers in comparison with those in primary school [18,19,21].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education

et al. 2020

View full text Add to dashboard Cite

Problem posing is rarely seen in Spanish classrooms, least of all in preschool education. The lack of research, coupled with a lack of guidance, has resulted in teachers simply not considering the approach as something that could enrich their work. This study examines a problem-posing lesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on the organisational principles and the factors to be taken into consideration in applying the strategy. Through the application of a bottom-up analysis, seven characterisers are identified, four associated with task design and planning: Characteristics of the resources, type of problem, expression of problem formulation, and type of problem formulation; and three associated with lesson management: Stages in task execution, degree of liberty, and role of the pupils’ drawings of the problem.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education

et al. 2020

View full text Add to dashboard Cite

show abstract

“…A second example stems from a DZLM TPD research project with early childhood teachers: Gasteiger and Benz (2018) developed an empirically grounded model of teachers' professional mathematics knowledge, which grasps the complexity of necessary dispositions and skills to identify and exploit spontaneously occurring mathematical learning opportunities in natural learning situations (TPD content, RQ1). As a consequence, the TPD design was optimized towards situated case-based TPD activities (Bruns, Eichen, and Gasteiger 2017), enhancing kindergarten teachers' skills in identifying mathematical structures and patterns in natural learning situations, and their knowledge about children's mathematical abilities and the required adaptive mathematical learning activities for content such as geometric shapes or measuring (TPD design, RQ3).…”

Section: Towards a Research-base For The Personnel Strategy On The Tpd Levelmentioning

confidence: 99%

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Rösken-Winter

Stahnke

Prediger

et al. 2021

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

Implementing innovations in mathematics education relies on scaling up professional development (PD) for mathematics teachers. Within the German Center of Mathematics Teacher Education (DZLM), the complexities involved in scaling-up processes are addressed with three implementation strategies: a material, a personnel, and a systemic strategy. For each of them, the research base is empirically established by design research and intervention studies. The personnel strategy focuses on preparing teachers for innovative teaching approaches and on preparing PD facilitators for conducting PDs on the content involved. The empirical research required for creating a research base for the personnel strategy investigates what teachers and facilitators need to know about their learners (students on the classroom level, teachers on the PD level) with regard to a specific (PD) content. The main focus of the material strategy is to provide support for teachers and facilitators by adaptable curriculum materials for classrooms and PD sessions. The empirical research on the material strategies focuses on how such material needs to be constructed to ensure both flexibility and fidelity for impactful quality implementation. The systemic strategy involves considering the systemic contexts on each level and cooperating with the respective stakeholders (e.g., school principals or regional PD authorities). The corresponding empirical research focuses on the interplay of processes and systemic conditions. In this paper, we present the implementation strategies on different levels, and typical research approaches and results for strengthening their empirical and theoretical bases.

show abstract

“…Pedagogical Content Knowledge (PCK) analyses are apt to be tailored to the level of students in the class. Gasteiger & Benz (2018) have found that teaching mathematics in early childhood (kindergarten) requires knowledge and skills for teaching mathematics in the classroom because sometimes there is a lack of vocabulary or concepts inherent in learning practices. In addition, PCK can be measured by assessing students' problem solving activities (Csíkos & Szitányi, 2020;Depaepe et al 2018;Verschaffel et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Ma’rufi

Ikram

Ilyas

2020

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

In Indonesia, pre-service mathematics teacher education is strictly supervised so that Pedagogical Content Knowledge (PCK) becomes an important aspect to build the quality of learning. This study aimed to explore pre-service mathematics teachers' PCK based on gender and academic skills. To obtain rich and in-depth data, a qualitative approach was used. A total of 70 subjects aged between 19-21 years old participated in this study. There were two subjects selected based on their academic skills and gender. Using a grounded theory approach, we conducted a preliminary analysis, open coding, axial coding to obtain the three PCK components, namely Knowledge of Subject Matter (KSM), Knowledge of Pedagogy (KP), and Knowledge of Student (KS). Research findings revealed that the pre-service teachers' pedagogical content knowledge in terms of knowledge of subject matter was categorized as good in mathematics learning. As for their knowledge of pedagogy, the male subjects presented the concepts by employing the expository strategy, the female subjects with high skills used the guided discovery, and the female subjects with average skill also employed the strategy of expository. In the aspect of knowledge of students, the subjects with average skills overcame students' misconception by explaining the procedures and using the strategy of asking, but the subjects with high academic skills did not only implement the two previous strategies but also used their reasoning behind every procedure of problem-solving that they carried out. These findings can be used as recommendations for the development of mathematics learning.

show abstract

Enhancing and analyzing kindergarten teachers’ professional knowledge for early mathematics education

Cited by 45 publications

References 17 publications

Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education

Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education

Towards a research base for implementation strategies addressing mathematics teachers and facilitators

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Contact Info

Product

Resources

About