Knowing what they know: Preschool teachers’ knowledge of math skills and its relation to instruction

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Journal of Experimental Child Psychology Pub Date : 2024-07-08 DOI:10.1016/j.jecp.2024.105996
Jiwon Ban , Camille Msall , Ashli-Ann Douglas , Bethany Rittle-Johnson , Elida V. Laski
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Abstract

Math experiences during the preschool years play an important role in children’s later math learning. Preschool teachers exhibit considerable variability in the amount and types of mathematics activities they engage in with their students; one potentially important source of these individual differences is adults’ knowledge of early math development. The current study aimed to describe preschool teachers’ knowledge of numeracy, patterning, and spatial/geometric skills developed in preschool and its relation to their reported mathematics instruction. Participants (N = 83) completed a survey in which they judged whether particular early math skills could be observed in typically developing 4-year-olds in the United States and reported their frequency of engaging in different math instructional activities. Pre- and in-service preschool teachers’ knowledge varied across the different domains (i.e., numeracy, patterning, and spatial/geometric) of mathematical thinking, but their reported frequency of instruction did not. Teachers who were found to be more accurate in their knowledge of early math development were more likely to report higher frequency of math instruction; looking specifically at the domains, the strength of association between knowledge and instruction was the strongest for numeracy. Such findings highlight the possibility that supporting preschool teachers’ knowledge of the range of math skills their students can be developing may be one component of improving early math teaching and learning.

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了解他们所知道的:学前教师对数学技能的了解及其与教学的关系。
学前时期的数学经验对儿童日后的数学学习起着重要作用。学前教师在与学生一起参与数学活动的数量和类型方面表现出相当大的差异;这些个体差异的一个潜在重要来源是成人对早期数学发展的了解。本研究旨在描述学前教师对学前儿童计算、图案设计和空间/几何技能发展的了解,以及这些知识与他们所报告的数学教学之间的关系。参与者(人数 = 83)完成了一项调查,他们在调查中判断是否可以在美国发育典型的 4 岁儿童身上观察到特定的早期数学技能,并报告了他们参与不同数学教学活动的频率。职前和在职学前教师对数学思维的不同领域(即算术、图案和空间/几何)的认识各不相同,但他们报告的教学频率却不尽相同。对早期数学发展有更准确认识的教师更有可能报告更高的数学教学频率;具体到各个领域,对计算的认识与教学之间的关联性最强。这些发现突出表明,支持学前教师了解学生可能发展的一系列数学技能,可能是改善早期数学教学的一个组成部分。
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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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