Investigating Preschool Teachers' Pedagogical Content Knowledge in Numbering

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-11 - Early Mathematics Teaching and Learning

Abstract

Pedagogical content knowledge (PCK) is a central piece of teachers’ knowledge and associates with effective teaching and student achievements. The present study was undertaken to investigate preschool teachers’ mathematics PCK in a specific domain numbering. One hundred preschool teachers or teacher candidates participated in the study. A scenario-based questionnaire was used, and the data was analyzed by a mix of qualitative and quantitative methods. A preliminary analysis reveals that participants generated diverged responses for the concepts embedded in a game-scenario for which counting-out is the targeted concept, about 76% participants could identify a child’s one-to-one correspondence error, but barely a half could identify the cardinality error, and even less for the counting-out error. Other findings are also discussed.

Authors

• Xia Li, Brooklyn College - CUNY

• Karen McFadden, Brooklyn College - CUNY