Search results for: Levenson Esther
This study examines preschool teachers’ knowledge of their young students’ number conceptions and the teachers’ related self-efficacy beliefs. The authors found that promoting preschool teachers’ knowledge of appropriate mathematical tasks is interrelated with promoting their knowledge of students. The findings reveal that that teachers’ estimates of their students’ abilities increased as a result of participating in the program. The authors also saw that teachers’ improved the accuracy of their estimations related to students’ abilities to perform number-related tasks.
Updated: Apr. 22, 2018
This paper describes the professional development program Starting Right: Mathematics in Preschools. The article demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice.
Updated: Feb. 06, 2012
Mathematically Based and Practically Based Explanations in the Elementary School: Teachers’ Preferences
This paper focuses on elementary school teachers’ preferences for mathematically based and practically based explanations. Using the context of even and odd numbers, the article examines the types of explanations teachers generate on their own as well as the types of explanations they prefer after reviewing various explanations. The article also explores the basis for these preferences.
Updated: May. 26, 2011