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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, Curriculum studies. University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (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, Mathematics. University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences, Mathematics.
2012 (English)In: Journal of US-China Education Review B, ISSN 2161-6248, p. 1-16Article 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. p. 1-16
Keywords [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, id: diva2:544041
Available from: 2012-08-13 Created: 2012-08-09 Last updated: 2018-03-13Bibliographically approved

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Bäckman, KerstinAttorps, Iiris

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