A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

Brendefur, Jonathan L.; Strother, Sam; Thiede, Keith W.; Lane, Cristianne; Surges-Prokop, Mary Jo

doi:10.1007/s10643-012-0543-8

Cited by 20 publications

(9 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Preschool teachers' level and quality of engagement in mathematics impacts the mathematics knowledge of preschool children (Zaslow, Tout, Halle, Whittaker, & Lavelle, 2010). Brendefur, Strother, Thiede, Lane, and Surger-Prokop (2013) found that children whose preschool teachers attended a professional development program demonstrated higher mathematical abilities than children whose preschool teachers did not attend such a program. The children manifested higher abilities in different aspects of the number concept, problem solving, measurement and spatial abilities.…”

Section: Preschool Teachers' Knowledge Of Geometrymentioning

confidence: 96%

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Markovits¹,

Patkin²

2020

INT ELECT J MATH ED

View full text Add to dashboard Cite

This study aims to explore in-service preschool teachers' attitudes towards and beliefs about geometry and its teaching and to investigate their knowledge of shapes and solids. The study uses a mixed descriptive approach employing quantitative and qualitative research methods. Thirty-four Israeli preschool teachers of children aged 3-6 from 34 different preschools and kindergartens participated in the study and responded to a questionnaire comprised of closed and open items. Regarding their attitudes and beliefs, the preschool teachers were asked about: the meaning of geometry; affinity for geometry, importance of geometry; need to use accurate mathematical language, and about their enjoyment of engaging young children in activities connected with learning geometry. As to the knowledge of shapes and solids, the preschool teachers were asked to describe or define shapes and solids, name shapes and solids and distinguish between rectangles and other shapes. The results illustrate that most of the preschool teachers like geometry or expressed a neutral position towards geometry, but some hate geometry. Most of the preschool teachers comprehend the importance of engaging in activities that relate to geometry in preschool and enjoy involving young children in activities connected with learning geometry. As to the use of accurate language, most of the preschool teachers maintain that accurate mathematical language should be applied when preschool children aged 3-6 deal with shapes and solids. Yet, only about half of them believe that it is necessary to use accurate language when the children are at an earlier age. Certain preschool teachers lack the knowledge to name shapes and solids, even those which are part the mathematics curriculum for ages 3-6. They exhibited difficulties in using accurate mathematical language when describing shapes and solids, and were influenced by the shapes' visual appearance rather than by their definitions and properties. It is recommended that preschool teachers attend further development programs so they can appropriately involve young children in activities connected to learning geometry, as required by the curriculum.

show abstract

Section: Preschool Teachers' Knowledge Of Geometrymentioning

confidence: 96%

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Markovits¹,

Patkin²

2020

INT ELECT J MATH ED

View full text Add to dashboard Cite

show abstract

“…A recent study reported that after a few months, students whose teachers received 8 hours of training improved by about 0.1 point higher than the control group in the Prekindergarten Primary Screener for Mathematics (PK-PSM). While the posttest results were found to be significantly different between treatment and control groups, the proportion correct difference in test performance was minimal between the two groups (Brendefur, Strother, Thiede, Lane, & Surges-Prokop, 2013). While preschool teachers often report attending workshops and training, one-shot or short-term sessions may have little influence on teachers' beliefs and practices (Fullan, 1979, as cited in Fullan & Stiegelbauer, 1991Sarama, DiBiase, Clements, & Spitler, 2004).…”

Section: Barriers To Carrying Out Math Teaching In American Preschoolmentioning

confidence: 99%

Preschool Teachers' Perspectives on Early Mathematics Education

Lo¹

View full text Add to dashboard Cite

First and foremost, I wish to express my deepest gratitude for the continual guidance, inspiration, and trust from Professor Anna Shusterman, without whom this project and my passion for education would not exist. My life direction has changed ever since she brought me to preschools in my sophomore year. Many thanks to the preschool teachers who participated in this project. I am grateful for their honesty, courage, and willingness to share. Without their insight, this project would not have been possible. Thanks to the PSYC206 students for their feedback and their help with interviews and transcripts. To my thesis companion, Andy, thank you for being my biggest support (and distraction) in times of need. Special thanks to Alison for helping me with every step of data analysis, and to Jess, who read all of my drafts and gave me lots of valuable comments. I would not have finished writing without the three of them. I have been fortunate to be constantly surrounded by laughter, food, and support in the Blue Lab. Many thanks to Paul, who stood by my side even when I was stressed and irritable, and to my thesis buddy, Aileen, who was always with me in my ups and downs. Thanks to my friends for the home-cooked meals and encouragement that kept me motivated. In the past four years, I have been blessed by the generosity of Mr. and Mrs. Freeman, without whom I would not be at Wesleyan.

show abstract

“…Untuk mengenalkan konsep-konsep dasar matematika juga dibutuhkan media pembelajaran yang baik dan terarah. Beberapa penelitian yang menggunakan media untuk mengembangkan kemampuan matematis anak dasar diantaranya yaitu (Brendefur et al, 2013;Fauziddin, 2015;Jawati, 2013;Kirkland et al, 2015;La Paro et al, 2009;Lerman, 2006;Maghfiroh & Diana, 2016;Malapata & Wijayanigsih, 2019;Radford, 2011;Rahmat, n.d.;Ryoo et al, 2014;van Oers, 2010). Media pembelajaran yang dibutuhkan saat ini adalah media pembelajaran yang mendukung pembelajaran jarak jauh atau pembelajaran online.…”

Section: Pendahuluanunclassified

Computational Thinking : Media Pembelajaran CSK (CT-Sheet for Kids) dalam Matematika PAUD

Maharani

Nusantara

As’ari

et al. 2020

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengembangkan media pembelajaran CSK (CT-Sheet for Kids) untuk mengenalkan Computational Thinking (CT) pada anak Pendidikan Anak Usia Dini (PAUD). Penelitian dilakukan pada anak PAUD Himmatul Hidayah Desa Pojok Kecamatan Kwadungan Kabupaten Ngawi, Jawa Timur sejumlah 21 anak. Pengembangan media mengacu pada model pengembangan Plomp yang terbagi dalam lima tahap yaitu tahap investigasi awal, tahap desain, tahap realisasi, tahap tes, evaluasi dan revisi, dan tahap implementasi. Namun pada penelitian ini hanya sampai tahap tes, evaluasi dan revisi. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi media, angket respon anak dan soal tes hasil belajar. Hasil dari penelitian ini menunjukkan bahwa media CSK untuk mengenalkan CT pada anak PAUD yang dikembangkan memenuhi kriteria valid, efektif, dan praktid. Berdasarkan hasil penelitian dapat disimpulkan bahwa media CSK layak digunakan dalam pembelajaran, khususnya dalam mengenalkan CT kepada anak usia dini. Media CSK ini merupakan media yang baru dan belum pernah ada sebelumnya. Rekomendasi untuk penelitian selanjutnya adalah perluasan subjek penelitian meliputi materi dan pengembangan media pembelajaran yang lebih baik lagi.

show abstract

A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start

Cited by 20 publications

References 30 publications

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Preschool In-service Teachers and Geometry: Attitudes, Beliefs and Knowledge

Preschool Teachers' Perspectives on Early Mathematics Education

Computational Thinking : Media Pembelajaran CSK (CT-Sheet for Kids) dalam Matematika PAUD

Contact Info

Product

Resources

About