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Session Type: Roundtable Session
The current symposium presents an effort to examine the Whole Teacher Approach in early mathematics education. The Whole Teacher Approach highlights the significance of simultaneously support educators’ attitudes, knowledge and practice. Three original assessments were developed specifically for investigating early math teaching: an online survey to assess teachers’ attitudes, a video-elicited survey to assess changes in teachers’ pedagogical content knowledge, and a live observation tool to evaluate teacher practice. The tools have demonstrated good reliability, adequate sensitivity to differentiate among teachers and promising external validity linked to students’ mathematical learning. A positive relationship has been found between teachers’ knowledge and practice, and a more complex relationship with math teaching belief.
Assessing the Attitudes, Beliefs, and Confidence of Teachers of Early Math - Erin E Reid, Erikson Institute; Jennifer S. McCray, Erikson Institute
Assessing Knowledge for Teaching Early Mathematics - Yinna Zhang, Erikson Institute; Jie-Qi Chen, Erikson Institute
High Impact Strategies for Early Mathematics (HIS-EM): Investigating Teaching Quality in Early Mathematics - Bilge Cerezci, Erikson Institute; Jeanine Brownell, Erikson Institute