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Preschool teacher mathematics instru...

Pember, Anne M.

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Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut./
Author:	Pember, Anne M.
Description:	299 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10008984
ISBN:	9781339456881

Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut.
Pember, Anne M.

Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut. - 299 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Southern Connecticut State University, 2015.

This multiple-case study discusses Connecticut public preschool teacher's mathematics instruction practice and preparation across socioeconomic settings and divergent District Reference Groups. Through the use of qualitative methods of classroom observations, interviews, and document review this multiple-case study explored the mathematics practice and preparation of four Connecticut preschool teachers. In addition, this study reviewed Connecticut College and University syllabi for three programs of required coursework in mathematics instruction for preservice preschool teachers. This study demonstrated the preschool teachers had limited preservice and in-service training in preschool mathematics instruction. Preschool teachers in this study focused mathematics instruction primarily on counting. The Connecticut College and University syllabi reviewed in this study demonstrated a wide variation in preservice training in preschool mathematics instruction.

ISBN: 9781339456881Subjects--Topical Terms:

518817
Early childhood education.

Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut.
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245 1 0 $a Preschool teacher mathematics instruction: Exploring practice and implications for preparation in Connecticut.
300 $a 299 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Sousan Arafeh.
502 $a Thesis (Ed.D.)--Southern Connecticut State University, 2015.
520 $a This multiple-case study discusses Connecticut public preschool teacher's mathematics instruction practice and preparation across socioeconomic settings and divergent District Reference Groups. Through the use of qualitative methods of classroom observations, interviews, and document review this multiple-case study explored the mathematics practice and preparation of four Connecticut preschool teachers. In addition, this study reviewed Connecticut College and University syllabi for three programs of required coursework in mathematics instruction for preservice preschool teachers. This study demonstrated the preschool teachers had limited preservice and in-service training in preschool mathematics instruction. Preschool teachers in this study focused mathematics instruction primarily on counting. The Connecticut College and University syllabi reviewed in this study demonstrated a wide variation in preservice training in preschool mathematics instruction.
590 $a School code: 0928.
650 4 $a Early childhood education. $3 518817
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
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690 $a 0280
690 $a 0530
710 2 $a Southern Connecticut State University. $b Educational Leadership. $3 3191147
773 0 $t Dissertation Abstracts International $g 77-07A(E).
790 $a 0928
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10008984