Early Mathematics Teacher Educators' Accounts of Their Work

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-12 - Teacher and Student Learning in the Math Classroom

Abstract

Young children come to preschool with an astounding amount of informal mathematics knowledge, however many early childhood teachers are not always equipped to provide math-related experiences and instruction that is reflective of new understandings about what young children know and can do. Teacher educators are now tasked with figuring out how to communicate new ideas about early mathematics education to early childhood practitioners, yet we know little about their work. This paper explores what early mathematics teacher educators have to say about their work. We found that there were only small differences in how they described: (1) what they teach, (2) how to teach it, (3) the resources they draw from, and (4) what informs their work.

Authors

• Abigail Stein, Northwestern University

• Kristin Lyn Whyte, Mount Mary University

• Debbie Kim, Northwestern University