Early Mathematics Teaching Profiles

Bilge CEREZCI
2019 International Journal of Educational Research Review  
Responding to the scarcity of research on early mathematics teac hing profiles, this article reports on a novel assessment approac h to identifying characteristics of early mathematics teaching occurring in early childhood settings. The new approach uses the interplay between teac hers' content knowledge in mathematics, knowledge of students and learning, and knowledge of how to teac h mathematics effectively during the course of early mathematics as a proxy to identify quality of mathematics
more » ... ty of mathematics instruction provided. In this study, 210 pre -kindergarten to 3rd grade teachers in a large public school system in the Midwest were observed as they taught mathematics. The descriptive results revealed that the quality of mathematics instruction varies considerably among early childhood teac hers. S ome teachers are identified as delivering high quality mathematic s instruction because they provide students with opportunities to fully and purposefully engage in deepening their understanding of important mathematics concepts, whereas others are rated as far lower in quality, because their mathematics teaching is procedural in terms of content emphasized and instructional strategies used. As a whole, observed quality of mathematics teaching was revealed to be mediocre. Implications of results for early math profess ional development are discussed. © IJERE. All rights reserved
doi:10.24331/ijere.573856 fatcat:wvefgilzu5aedc2d4dje55t7ke