Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

Supporting Early Mathematics Learning in Early Childhood Settings

“…A more strategic approach to PD sessions needs to be considered to enable relevant and quality learning targeted to the needs of the educators. Linder (2012) recommends that professional learning should build communities of learners, be continuing, focus on mathematical content, and allow time for reflection. Rather than one-off professional development sessions as undertaken in this study, perhaps more focused work with small groups of educators using an action research approach would have provided more knowledge and understanding.…”

“…Current research indicates that children who engage in meaningful mathematical experiences in early childhood develop positive dispositions to mathematics in primary school and are more likely to build mathematical understandings (Aubrey et al, 2006;Clements & Sarama, 2014). However, Linder (2012) states that many educators lack mathematical content knowledge to support children's learning and engagement and suggests the use of PD sessions as a way to improve educator's current practices. The aim of this research is to determine whether professional development can assist and enhance early childhood educators' knowledge of mathematical content and the pedagogical practices required to engage children in learning mathematical concepts and ensure better developmental outcomes.…”

“…A different type of professional learning may have yielded better results, particularly in regards to changing beliefs and practices. Linder (2012) recommends building a shared sense of community that provides opportunities to collaborate, discuss and examine ideas to lead to a deeper understanding.…”

Struggling to Overcome the State’s Prescription for Practice

“…Traditionally, the need for ECE PD is typically framed through argument on a lack of training among early educators (Ackerman, 2008;Christ & Wang, 2013;Lieber et al, 2009;Linder, 2012); research linking teacher quality to improved student achievement, which is tied either to issues of students' school readiness (Ackerman, 2008;J. R. Brown, Knoche, Edwards, & Sheridan, 2009;Christ & Wang, 2013;Lieber et al, 2009) or academic achievement (Duran, Ballone-Duran, Haney, & Beltyukova, 2009;Gillentine, 2006;Kragler, Martin, & Kroeger, 2008;Linder, 2012); mandates found in policies that call for highly trained early educators (Kragler et al, 2008;Lieber et al, 2009); the connection between teacher training and improved program quality (Ackerman, 2008;Christ & Wang, 2013); and/or improved interactions with children's families (J. R. Brown et al, 2009).…”