Journal of Technology and Teacher Education, Guidelines of 3–5 year-old Nuri curriculum for early childhood teachers. Administration for Children and Families. 39(4), 29–36. (2010). El estudió investigó el conocimiento de contenido pedagógico de profesores preescolares en matemática (PCK). van Es, E. A., & Sherin, M. G. (2002). In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds. The study investigated preschool teachers’ pedagogical content knowledge (PCK) in mathematics. Please enable JavaScript in your browser. Mahwah: Lawrence Erlbaum Associates. Engaging young children in mathematics: Standards for early childhood mathematics education. International Journal of Science and Mathematics Education, The young child and mathematics (2nd ed.). For the best experience, please use Chrome, Firefox, Safari, or Edge. - 211.14.175.20. ), Engaging young children in mathematics: Standards for early childhood mathematics education. The study investigated preschool teachers’ pedagogical content knowledge (PCK) in mathematics. La construction de la CCP pour l'enseignement des mathématiques au niveau préscolaire comporte trois volets: (1) remarquer les situations mathématiques dans lesquelles les enfants s’engagent; (2) interpréter la nature de l'activité mathématique des enfants; et (3) accroître la pensée et la compréhension mathématiques des enfants. Les réponses des enseignants étaient quantitativement notées. The literacy component of mathematical and scientific literacy. In B. Spodek & O. Saracho (Eds. Les enseignants plus expérimentés étaient plus susceptibles d’avoir des scores plus élevés à la mesure globale de la CCP. Content knowledge for teaching: What makes it special? This dissertation examines relationships between pedagogical content knowledge for preschool mathematics, math-related teacher language, and gains in children's math ability scores. Early childhood mathematics education. Based on the theory conceived by Ball , Lee (2010) examined preschool teachers' mathematical pedagogical content knowledge in various topics. Department of Early Childhood Education, Baekseok University, #76, Munam-ro, Dongnam-gu, Cheonan, Chungnam, 31065, South Korea, You can also search for this author in ), Handbook of research on the education of young children (pp. Mahwah: Lawrence Erlbaum Associates. Lee, J. E. (2014). Tax calculation will be finalised during checkout. (2008). 42(2), 371–401. Math matters, even for little kids. 29, 305–322. ), Contemporary perspectives on mathematics in early childhood education (pp. Powerful pedagogical actions in mathematics education. Knowing the mathematics in early childhood mathematics. Journal for Research in Mathematics Education, Les participants à la recherche étaient 30 enseignants du préscolaire d'une grande ville de Corée du Sud. New York: Macmillan. 4- Repetition and revision . Abstract This study examines the construct validity of a new teacher interview designed to assess teachers' pedagogical content knowledge (PCK) for preschool mathematics. Brandt, B. National Council of Teachers of Mathematics (NCTM). The research participants were 30 preschool teachers from a large city in South Korea. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. Part of Springer Nature. Preschool children's mathematical knowledge: The effect of teacher "math talk." Pedagogical content knowledge for preschool mathematics: Teacher knowledge and math-related language contribute to children’s learning. Les enseignants identifiaient les situations mathématiques dans un scénario de jeu d’enfants, interprétaient la nature des situations mathématiques et identifiaient comment la pensée mathématique des enfants dans la situation rapportée pourrait être améliorée. Stipek, D., Schoenfeld, A., & Gomby, D. (2012). © 2020 Springer Nature Switzerland AG. International Journal of Early Childhood, Subscription will auto renew annually. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds. Teachers’’knowledge of children’’ mathematics after implementing a student-centered curriculum. https://doi.org/10.1007/s13158-017-0189-1, DOI: https://doi.org/10.1007/s13158-017-0189-1, Over 10 million scientific documents at your fingertips, Not logged in American Educational Research Journal, Les enseignants ont besoin de connaissances pour interpréter les situations mathématiques afin d’identifier les moyens d'améliorer la pensée mathématique des enfants. This study re-evaluates theoretical relationships between mathematical concepts and procedures in the thinking of preschool children, and posits the theory that teacher math-related language input may be particularly effective in supporting early mathematical development. Therefore, research on PCK development in (prospective) teachers is highly relevant. In an empirical application, results from a teacher interview that assesses pedagogical content knowledge (PCK) in preschool mathematics are used to describe the PCK construct in a sample of Head Start teachers in a large midwestern city. Implications of this conclusion, as well as the finding that Evaluative PCK negatively predicts math-related language outside of circle time, are discussed. Vogel, R. (2013). Sarama, J., & DiBiase, A.-M. (2004). ), Research in mathematics education in Australasia (pp. Teachers require greater knowledge to recognize specific mathematical concepts in use in children’s play in order to be able to extend and enhance preschool children’s mathematical thinking. A study of pre-kindergarten teachers’ knowledge about children’s mathematical thinking. 7(2), 121–144. McCray, J. S. (2008). Les résultats indiquent que les participants possédaient des niveaux plus élevés de CCP sur le sens du nombre, la mesure et la classification que sur la modélisation, les opérations, les formes et les relations spatiales. Australasian Journal of Early Childhood, In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds. Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. Pedagogical Content Knowledge (PCK) is a kind of knowledge that reveals how teachers teach meaningfully and effectively.