Abstract
This paper reports on interview responses to three questions seeking preschool practitioners' perceptions of mathematical thinking in very young children. Generally, the interviewees were found to have a good sense of mathematical concepts relevant to babies and toddlers, and they cited evidence of young children's mathematical development. It is concluded that this practical knowledge provides a strong foundation for further professional development. [Author abstract]
| Original language | English |
|---|---|
| Publication status | Published - Jul 2009 |
| Event | Mathematics Education Research Group of Australasia (MERGA) - Duration: 1 Jul 2009 → … |
Conference
| Conference | Mathematics Education Research Group of Australasia (MERGA) |
|---|---|
| Period | 1/07/09 → … |
Keywords
- Algebra
- Child care centres
- Early childhood education
- Geometry
- Infants
- Interviews
- Knowledge base for teaching
- Knowledge level
- Mathematical concepts
- Mathematical thinking
- Mathematics curriculum
- Mathematics education
- Measurement
- Number concepts
- Preschool children
- Preschool education
- Preschool teachers
- Preschools
- Problem solving
- Professional continuing education
- Professional development
- Rural areas
Disciplines
- Educational Assessment, Evaluation, and Research