東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Case Study Exploring the Nature of...

Dawkins, Raleta Summers.

FindBook

Google Book

Amazon

博客來

A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge./
作者:	Dawkins, Raleta Summers.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	156 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834891
ISBN:	9798635282175

A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge.
Dawkins, Raleta Summers.

A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 156 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Old Dominion University, 2020.

This item must not be sold to any third party vendors.

The mathematics knowledge students develop in prekindergarten is key to their ability to make sense of more complex mathematics in the future (C. T. Cross, Woods, & Schweingruber, 2009; Ginsburg, Lee, & Boyd, 2008). Research continues to present evidence that there is a mathematics achievement gap between minoritized students living in lower socioeconomic communities compared to their peers before entering kindergarten (Arnold, Fisher, Doctroff, & Dobbs, 2002; Duncan et al., 2007; Sonnenschein & Galindo, 2015; Wang, 2010). The joint position statement issued by the National Association for the Education of Young Children and the National Council of Teachers of Mathematics (2010) states that all prekindergarten teachers working in public and private settings should utilize age and developmentally appropriate instruction to promote mathematics readiness. Yet there is limited research that provides data that captures non-licensed pre-K teachers' beliefs towards preschool mathematics or the mathematics instruction these teachers deliver as it relates to age and developmentally appropriate instruction.In order to explore this topic, an exploratory qualitative study was conducted with two non-licensed prekindergarten teachers, framed by McCray's (2008) mathematical pedagogical content knowledge framework. Data were collected using one structured and two semi-structured interviews, observations, questionnaire, and surveys. The qualitative analysis of these data yielded four themes that shed light on mathematics instruction provided by the two non-licensed pre-K teachers, and they were used to organize the results. Mathematics instruction is related to Theme 1: teacher beliefs and Theme 2: access to available resources. Mathematics in pre-kindergarten Theme 3: is primarily number sense; and Theme 4: mathematics instruction occurs in free-play during center time.

ISBN: 9798635282175Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Early childhood education

A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge.
LDR:03114nmm a2200349 4500 001 2269801
005 20200921065639.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798635282175
035 $a (MiAaPQ)AAI27834891
035 $a AAI27834891
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dawkins, Raleta Summers. $3 3547143
245 1 0 $a A Case Study Exploring the Nature of How Prekindergarten Teachers' Mathematics Instruction Decisions Relate to Their Mathematics Pedagogical Content Knowledge.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 156 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Grant, Melva.
502 $a Thesis (Ph.D.)--Old Dominion University, 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The mathematics knowledge students develop in prekindergarten is key to their ability to make sense of more complex mathematics in the future (C. T. Cross, Woods, & Schweingruber, 2009; Ginsburg, Lee, & Boyd, 2008). Research continues to present evidence that there is a mathematics achievement gap between minoritized students living in lower socioeconomic communities compared to their peers before entering kindergarten (Arnold, Fisher, Doctroff, & Dobbs, 2002; Duncan et al., 2007; Sonnenschein & Galindo, 2015; Wang, 2010). The joint position statement issued by the National Association for the Education of Young Children and the National Council of Teachers of Mathematics (2010) states that all prekindergarten teachers working in public and private settings should utilize age and developmentally appropriate instruction to promote mathematics readiness. Yet there is limited research that provides data that captures non-licensed pre-K teachers' beliefs towards preschool mathematics or the mathematics instruction these teachers deliver as it relates to age and developmentally appropriate instruction.In order to explore this topic, an exploratory qualitative study was conducted with two non-licensed prekindergarten teachers, framed by McCray's (2008) mathematical pedagogical content knowledge framework. Data were collected using one structured and two semi-structured interviews, observations, questionnaire, and surveys. The qualitative analysis of these data yielded four themes that shed light on mathematics instruction provided by the two non-licensed pre-K teachers, and they were used to organize the results. Mathematics instruction is related to Theme 1: teacher beliefs and Theme 2: access to available resources. Mathematics in pre-kindergarten Theme 3: is primarily number sense; and Theme 4: mathematics instruction occurs in free-play during center time.
590 $a School code: 0418.
650 4 $a Early childhood education. $3 518817
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
653 $a Early childhood education
653 $a Mathematics
690 $a 0518
690 $a 0280
690 $a 0530
710 2 $a Old Dominion University. $b Teaching and Learning. $3 3480569
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0418
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834891