{"title":"学前教师数字比较教学内容知识调查","authors":"Xia Li, Colleen Maas, Colleen Oppenzato","doi":"10.1080/10409289.2024.2389362","DOIUrl":null,"url":null,"abstract":"Research Findings: The aim of this study was to investigate U.S. preschool teachers’ math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a s...","PeriodicalId":11448,"journal":{"name":"Early Education and Development","volume":"368 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Investigating Preschool Teachers’ Pedagogical Content Knowledge of Number Comparison\",\"authors\":\"Xia Li, Colleen Maas, Colleen Oppenzato\",\"doi\":\"10.1080/10409289.2024.2389362\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research Findings: The aim of this study was to investigate U.S. preschool teachers’ math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a s...\",\"PeriodicalId\":11448,\"journal\":{\"name\":\"Early Education and Development\",\"volume\":\"368 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Education and Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10409289.2024.2389362\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Education and Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10409289.2024.2389362","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Investigating Preschool Teachers’ Pedagogical Content Knowledge of Number Comparison
Research Findings: The aim of this study was to investigate U.S. preschool teachers’ math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a s...
期刊介绍：
Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.
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