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Teaching Mathematics in the Pre-school Context
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences. (Praxisnear research and Early Childhood Education (ECE))ORCID iD: 0000-0002-0776-3110
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences.
2012 (English)In: Journal of US-China Education Review B, ISSN 2161-6248, 1-16 p.Article in journal (Other academic) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2012. 1-16 p.
Keyword [en]
pre-school, teaching, mathematics, pre-school teacher knowledge
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-12553OAI: oai:DiVA.org:hig-12553DiVA: diva2:544041
Available from: 2012-08-13 Created: 2012-08-09 Last updated: 2017-04-10Bibliographically approved

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Bäckman, KerstinAttorps, Iiris
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CiteExportLink to record
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Citation style
  • apa
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