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Knowing what they know: Preschool teachers' knowledge of math skills and its relation to instruction.
Ban, Jiwon; Msall, Camille; Douglas, Ashli-Ann; Rittle-Johnson, Bethany; Laski, Elida V.
Afiliación
  • Ban J; Department of Counseling, Developmental, and Educational Psychology, Boston College, Chestnut Hill, MA 02467, USA. Electronic address: jiwon.ban@bc.edu.
  • Msall C; Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
  • Douglas AA; Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
  • Rittle-Johnson B; Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA.
  • Laski EV; Department of Counseling, Developmental, and Educational Psychology, Boston College, Chestnut Hill, MA 02467, USA. Electronic address: laski@bc.edu.
J Exp Child Psychol ; 246: 105996, 2024 Oct.
Article en En | MEDLINE | ID: mdl-38981334
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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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Maestros / Matemática Límite: Adult / Child, preschool / Female / Humans / Male Idioma: En Revista: J Exp Child Psychol Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Maestros / Matemática Límite: Adult / Child, preschool / Female / Humans / Male Idioma: En Revista: J Exp Child Psychol Año: 2024 Tipo del documento: Article Pais de publicación: Estados Unidos