Investigating Preschool Teachers' Pedagogical Content Knowledge of Number Comparison.
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| Title: | Investigating Preschool Teachers' Pedagogical Content Knowledge of Number Comparison. |
|---|---|
| Authors: | Li, Xia1 (AUTHOR) xli@brooklyn.cuny.edu, Maas, Colleen2 (AUTHOR), Oppenzato, Colleen3 (AUTHOR) |
| Source: | Early Education & Development. Feb/Mar2025, Vol. 36 Issue 2, p249-264. 16p. |
| Subject Terms: | *Pedagogical content knowledge, *Preschool teachers, *Student teachers, *Teaching experience, *Teacher development, Number concept |
| Abstract: | Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the study revealed the following findings: a considerable portion of participants (89%) successfully identified the concept of number comparison embedded in a learning scenario, showcasing their specialized content knowledge. However, when it came to knowledge of content and students, only 24 participants (32%) were able to pinpoint both a child's mathematical strength and area of need. In terms of knowledge of content and teaching, more than half of the participants (51%) recommended the utilization of hands-on materials and/or visual aids as part of their remediation techniques, while 49% did not reference these educational tools. Notably, no significant differences were observed between the pedagogical content knowledge of pre-and in-service teachers concerning number comparison. Practice or Policy: The findings indicate that teacher education and professional development should focus on helping teachers understand children's learning trajectories on number comparison and include instructions on using concept specific developmentally appropriate strategies, and indicate that teaching experience cannot replace professional training. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182209680 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating Preschool Teachers' Pedagogical Content Knowledge of Number Comparison. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Li%2C+Xia%22">Li, Xia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> xli@brooklyn.cuny.edu</i><br /><searchLink fieldCode="AR" term="%22Maas%2C+Colleen%22">Maas, Colleen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oppenzato%2C+Colleen%22">Oppenzato, Colleen</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Feb/Mar2025, Vol. 36 Issue 2, p249-264. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Number+concept%22">Number concept</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: The aim of this study was to investigate U.S. preschool teachers' math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a set of scenario-based questions from a researcher-designed questionnaire that is composed of learning scenarios. Through a mixed-method approach, the study revealed the following findings: a considerable portion of participants (89%) successfully identified the concept of number comparison embedded in a learning scenario, showcasing their specialized content knowledge. However, when it came to knowledge of content and students, only 24 participants (32%) were able to pinpoint both a child's mathematical strength and area of need. In terms of knowledge of content and teaching, more than half of the participants (51%) recommended the utilization of hands-on materials and/or visual aids as part of their remediation techniques, while 49% did not reference these educational tools. Notably, no significant differences were observed between the pedagogical content knowledge of pre-and in-service teachers concerning number comparison. Practice or Policy: The findings indicate that teacher education and professional development should focus on helping teachers understand children's learning trajectories on number comparison and include instructions on using concept specific developmentally appropriate strategies, and indicate that teaching experience cannot replace professional training. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182209680 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2024.2389362 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 249 Subjects: – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teaching experience Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Number concept Type: general Titles: – TitleFull: Investigating Preschool Teachers' Pedagogical Content Knowledge of Number Comparison. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Li, Xia – PersonEntity: Name: NameFull: Maas, Colleen – PersonEntity: Name: NameFull: Oppenzato, Colleen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb/Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 2 Titles: – TitleFull: Early Education & Development Type: main |
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