Chapter 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise

In: Special Issues in Early Childhood Mathematics Education Research
Authors:
Dina Hassidov
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Bat-Sheva Ilany
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Type:
Chapter
Pages:
266–286
DOI:
https://doi.org/10.1163/9789004510685_013

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Abstract

This chapter presents a mixed-methods study of the innovative “Senso-Math” preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children through the intervention of trained facilitators who bring the adjunct program into preschools. The results indicated a positive change in the attitudes of the facilitators to their professional calling and, after an adjustment period, a positive attitude overall regarding the facilitators’ contribution to mathematics education in the preschool as evidenced by the significant relationships that developed between the facilitators and the preschool teachers.

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Series:  Mathematics Teaching and Learning, Volume: 5
Cover Special Issues in Early Childhood Mathematics Education Research
E-Book ISBN:
9789004510685
Publisher:
Brill
Print Publication Date:
07 Feb 2022
Front Matter
Preliminary Material
Copyright page
Preface
Figures and Tables
Notes on Contributors
Introduction
Part 1 The Number Concept Development in Early Childhood: Cognition, Metacognition and More
Chapter 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children
Chapter 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks
Chapter 3 Playing with Counting ‘Games’ on the Tablet
Part 2 Geometry: Teaching Learning and Thinking
Chapter 4 Learning and Teaching Geometry in Early Childhood
Chapter 5 Visual Thinking and a Visual Language for Young Children
Part 3 Patterns and Structure
Chapter 6 Pathways to Early Mathematical Thinking in Kindergarten
Chapter 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills
Part 4 Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations
Chapter 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”
Chapter 9 On Explaining, Explanations and Second Graders
Part 5 Early Childhood Mathematics Teachers’ Knowledge and Professional Development
Chapter 10 Between Natural Language and Mathematical Symbols (<, >, =)
Chapter 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers
Chapter 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise
Part 6 Conclusion
Chapter 13 Special Issues in Early Childhood Mathematics Education
Back Matter
Index

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