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|Other Titles:||The Teaching Plan "Methods and Materials of Teaching Early Childhood Mathematics" and Its Effects on Prejob/Preschool Teachers' Mathematical Knowledge for Teaching|
Department of Education,National Taiwan Normal University
This study aims to how the teaching plan ''Methods and Materials of Teaching Early Childhood Mathematics" has exerted its influence on prejob/preschool teacher's mathematical knowledge for. A task-based interview is also adopted. Thirty-seven prospective early childhood teachers enrolled in a mathematics methods course were required to view video clips of realistic classroom instruction. They then provided two written comments, respectively at the beginning and at the end of the 18-week course program. Teachers' written responses are coded from three perspectives, content knowledge, knowledge of learners' cognition, and pedagogical knowledge; each of them was on a 4-point scale. The prospective teachers' reflections on the whole program, their discussion, and evaluation of mathematics activities were at the end of the program collected for further analysis. The results show that the program had a positive effect. The prospective teachers' content knowledge and pedagogical knowledge were enhanced; their knowledge of learners' cognition, however, was not significantly improved. Secondly, the prospective teachers' reflections show that they appreciated the interview with the kids, which granted them a chance to actually experience young children's mode of mathematical thinking. They believed that the interview would be a great help for their learning and teaching in the future.
|Appears in Collections:||教育研究集刊|
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