PME-NA

Changing Early Childhood Mathematics: Analyzing Student-Centered Instructional Routines using a Productive Disciplinary Engagement Framework

• In Event: Changing Early Childhood Mathematics: Analyzing Student-Centered Instructional Routines using a Productive Disciplinary Engagement Framework

Description

This research report presents our thematic analysis of teacher-generated digital artifacts of student-centered instructional routines in early childhood mathematics classrooms. Teachers in two online graduate STEM education professional development courses shared photos, videos, and written reflections of their enacted routines with the course instructor and peers. Drawing on the four guiding principles of productive disciplinary engagement (Conant & Engle, 2012), we describe evidence of problematizing, student authority, student accountability, and resources within these digital artifacts. Creating digital artifacts can create valuable opportunities for teachers to reflect on how students are actively participating in the disciplinary practices of mathematics. Recommendations for supporting early childhood teachers in more purposefully connecting problematizing and accountability to a mathematics learning goal are offered.

Authors

• Terrie Galanti, University of North Florida

• Stacy Boote, University of North Florida