Teaching Mathematics in the Pre-School Context

Autor/inn/en	Backman, Kerstin; Attorps, Iiris
Titel	Teaching Mathematics in the Pre-School Context
Quelle	(2012), S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Pedagogical Content Knowledge; Mathematics Instruction; Preschool Teachers; Preschool Children; Knowledge Base for Teaching; Algebra; Foreign Countries; Teaching Methods; Teacher Competencies; Sweden + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Schweden
Abstract	The aim of this study is to describe what kind of knowledge base is needed when pre-school teachers work goal-oriented with children's mathematical learning. The question of this study aims to answer is: What kind of knowledge base do pre-school teachers need when they work with the object of learning in the pre-school context? Both as a theoretical and an analytical framework, we use variation theory. In all, four pre-school teachers are involved in the study. The research results indicate that it is important for pre-school teachers to have subject and pedagogical content knowledge in order to recognize children's experiences and be aware of their expressions. (Contains 3 figures and 1 footnote.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10