Fostering a “head start” in math: observing teachers in early childhood mathematics engagement

Pelkowski, Tracy; Herman, Everett; Trahan, Keith; Winters, Dana; Tananis, Cindy; Swartz, Mallary I.; Bunt, Nancy; Rodgick, Chris

doi:10.1080/10901027.2018.1522397

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…Moreover, teachers interacted with children in a narrow range of math-specific content, mostly with a limited focus on counting small numbers (Frede et al, 2007). Studies indicated that this might be the case since teachers are poorly trained for accounting math-specificity and are therefore not able to take advantage of math-specific learning opportunities, feel insecure with mathematical content, or think it is not important for young children (Ginsburg et al, 2008;Pelkowski et al, 2019). Teacher-child interactions that seem promising for development and learning refer to the provision of wide-ranging math experiences (e.g., size, space, shapes, patterns; Ginsburg et al, 2008) and the use of mathematical language (Klibanoff et al, 2006).…”

Section: Global and Math-specific Interactionsmentioning

confidence: 99%

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

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This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do trainings improve global and math-specific interactions to the same extent and (2) does this improvement vary with activity setting (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-specific intervention (MIG), global intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in both intervention groups compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.

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Section: Global and Math-specific Interactionsmentioning

confidence: 99%

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

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“…Temuan tersebut mengindikasikan bahwa dalam membangun fondasi vital untuk pembelajaran matematika yang akan datang, kita harus memberikan pembelajaran sejak dini, pembelajaran yang menantang dan dapat dengan mudah diakses oleh anak-anak (Clements dan Sarama, 2011;Peter-Koop, 2012;Pelkowski, et al, 2019).…”

Section: A Pendahuluanunclassified

Kemampuan Early Childhood Mathematics Anak untuk Mempelajari Matematika di Tingkat Selanjutnya

Rozali

Herman

Mulyati³

2023

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This study aims to determine the skills that children should possess during early childhood and to interpret the problems that are obstacles, as well as efforts that can be taken as solutions. The method used in this research is a literature study. The survey conducted showed that children's classification and resultative counting skills are still relatively low. The results of the study found that children's skills in early childhood mathematics can predict how successful they will be in their mathematics learning achievement and in developing other skills. There are 4 skills that need to be developed, which is concept of comparison, classification, resultative counting dan general understanding of number. Teachers are expected to be able to prepare high-quality lesson plans to help develop children's abilities and can act as facilitators in learning for children. Keywords: Early childhood; Mathematics; Numerical; Skills Abstrak Penelitian ini bertujuan untuk mengetahui kemampuan apa saja yang harus dimiliki anak pada masa early childhood dan menginterpretasi apa saja masalah yang menjadi hambatan, serta usaha yang dapat diambil sebagai solusinya. Metode yang digunakan dalam penelitian ini adalah studi literatur. Survei yang dilakukan, menunjukkan bahwa kemampuan classification dan resultative counting anak masih tergolong rendah. Hasil dari penelitian ditemukan bahwa kemampuan anak dalam early childhood mathematics dapat memprediksi bagaimana anak tersebut dapat sukses dalam pencapaian pembelajaran matematika dan juga dalam mengembangkan kemampuan lainnya. Terdapat 4 kemampuan yang perlu dikembangkan, yaitu concept of comparison, classification, resultative counting dan general understanding of number. Guru diharapkan dapat mempersiapkan rencana pembelajaran yang berkualitas tinggi untuk membantu mengembangkan kemampuan anak dan dapat berperan sebagai fasilitator di dalam pembelajaran bagi anak.

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“…Although these variables were investigated separately before, they were not addressed together in previous studies. Since teachers' mathematical pedagogical content knowledge (Pelkowski et al, 2019;Trawick-Smith et al, 2016) and attitudes towards mathematics and mathematics teaching (Anders & Rossbach, 2015;McLeod, 1992;Relich & Way, 1992) were regarded as important variables in providing quality early mathematics experience, this study aimed to examine the relationships between these variables.…”

Section: Introductionmentioning

confidence: 99%

Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

TAŞKIN¹,

Sezer²

2022

IJPES

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This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it didaffect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.

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Fostering a “head start” in math: observing teachers in early childhood mathematics engagement

Cited by 7 publications

References 13 publications

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Kemampuan Early Childhood Mathematics Anak untuk Mempelajari Matematika di Tingkat Selanjutnya

Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

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