65.048 - Pedagogical Content Knowledge in Early Mathematics: Investigations in Three Cultures

Session Type: Symposium

Abstract

The symposium presents studies on early childhood teachers’ early math pedagogical content knowledge (PCK) in three cultures: America, China, and Germany. PCK refers to distinctive bodies of content knowledge for teaching (Shulman, 1986). Early math PCK signifies that teachers’ mathematical competence predicts their teaching quality (Authors, 2014). The results of the studies indicate: (1) Regardless of culture, early childhood teachers generally lack a deep understanding of early math PCK, although the specific profiles differ from culture to culture. (2) The development of early math PCK is mediated by a number of factors such as the school context and teachers’ mathematical self-efficacy. The significance of studying PCK in early math from a cross-cultural perspective is discussed.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Yinna Zhang, Erikson Institute

Papers

• Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report From the United States - Yinna Zhang, Erikson Institute; Jie-Qi Chen, Erikson Institute

• Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report From China - Jin Huang, East China Normal University; Fang Tian, Shaanxi Preschool Teachers' College

• Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report From Germany - Hannah Ulferts, Freie Universität Berlin; Elisa Heinig, Freie Universität Berlin; Axinja Hachfeld, Free University Berlin; Yvonne Anders, Freie Universität Berlin

Discussant

• Jie-Qi Chen, Erikson Institute