How do preschool teachers characterize their own mathematics teaching in terms of design and content?

被引：0

作者：

Palmer, Hanna ^{[1
]}

Bjorklund, Camilla ^{[2
]}

机构：

[1] Linnaeus Univ, Vaxjo, Sweden

[2] Univ Gothenburg, Gothenburg, Sweden

来源：

PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) | 2017年

关键词：

Content for learning; design for education; mathematics; preschool teachers;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Preschool mathematics may look very different in different contexts. These differences concern both what mathematics children are offered to learn and how the learning of that mathematics is orchestrated. In this paper we present an ongoing study on how Swedish preschool teachers characterize their own mathematics teaching in terms of design and content. The target preschool teachers are those working with the youngest children aged one to three. We present two examples of how these preschool teachers describe and characterize their mathematics teaching in terms of design and content and we discuss possible contributions to research and practice.

引用

页码：1885 / 1892

页数：8

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