Early childhood teachers' mathematical content knowledge
Fox, Jillian Grieshaber, Sue Diezmann, Carmel
Fox, Jillian
Grieshaber, Sue
Diezmann, Carmel
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Abstract
The process of becoming numerate begins in the early years. According to Vygotskian theory (1978), teachers are More Knowledgeable Others who provide and support learning experiences that influence children’s mathematical learning. This paper reports on research that investigates three early childhood teachers mathematics content knowledge. An exploratory, single case study utilised data collected from interviews, and email correspondence to investigate the teachers’ mathematics content knowledge. The data was reviewed according to three analytical strategies: content analysis, pattern matching, and comparative analysis. Findings indicated there was variation in teachers’ content knowledge across the five mathematical strands and that teachers might not demonstrate the depth of content knowledge that is expected of four year specially trained early years’ teachers. A significant factor that appeared to influence these teachers’ content knowledge was their teaching experience. Therefore, an avenue for future research is the investigation of factors that influence teachers’ content numeracy knowledge.
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Date
2010
Type
Conference item
Journal
Book
Volume
Issue
Page Range
1-11
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Open Access Status
Open access