Early Mathematics Education: What Do Preservice Teachers Learn During Teacher Education?

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Early Childhood Education and Mathematics

Abstract

In this chapter, we explore how pre-service early childhood teachers’ mathematics pedagogical content knowledge (MPCK), their skill in perceiving math-related situations (PERC) and their skill in planning math-related actions (ACT) within such situations differ across several years of teacher education. A study with N = 334 pre-service early childhood teachers was conducted. PERC and ACT were assessed through a video-based assessment, and standardized test were used to assess MPCK. Results indicate that PERC differs significantly over the years of teacher education. In contrast, MPCK and ACT only differs between students in their final year and in earlier years of teacher education. We discuss resulting questions and limitations of the study.

Authors

• Simone Dunekacke, Freie Universität Berlin

• Sigrid Blömeke, University of Oslo