Does 10 Years Make a Difference? Trends in Teacher Demographics and Knowledge of Early Mathematics

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Trends in Mathematics Education (Table 17)

Abstract

Given the research on the importance of supporting early mathematical development in early childhood classrooms, is there evidence that we have increased related support in the education of pre- and in-service teachers? This study compares data on knowledge of early mathematical development gathered during 2008 on 346 pre- and in-service early childhood teachers and compares it to data newly gathered in 2017-2018 (N=338). Analyses comparing three groups of students (first-year, seniors without a math course, and students with an early math development course) show that knowledge of mathematical development did not increase from 2008 to 2017-2018 in any of the groups. Over the decade, the ECE college and university programs became more ethnically diverse.

Author

• Linda M. Platas, San Francisco State University