Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program

References

• Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood, 10(2), 107–121. https://doi.org/10.2304/ciec.2009.10.2.107
   Google Scholar
• Ball, D. L., Thames, M. H., & Phelps, G. C. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
   Web of Science ®Google Scholar
• Barber, H., Cohrssen, C., & Church, A. (2014). Meeting the Australian national quality standards: A case study of the professional learning needs of early childhood educators. Australasian Journal of Early Childhood, 39(4), 21–27. https://doi.org/10.1177/183693911403900404
   Web of Science ®Google Scholar
• Björklund, C., & Barendregt, W. (2016). Teachers’ pedagogical awareness in Swedish early childhood education. Scandinavian Journal of Education Research, 60(3), 359–377. https://doi.org/10.1080/00313831.2015.1066426
   Web of Science ®Google Scholar
• Björklund, C., Magnusson, M., & Palmér, H. (2018). Teachers’ involvement in children’s mathematizing – Beyond dichotomization between play and teaching. European Early Childhood Education Research Journal, 26(4), 469–480. https://doi.org/10.1080/1350293X.2018.1487162
   Web of Science ®Google Scholar
• Brandt, B. (2013). Everyday pedagogical practices in mathematical play situations in German “kindergarten”. Educational Studies in Mathematics, 84, 227–248. https://doi.org/10.1007/s10649-013-9490-6
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage.
   Google Scholar
• Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related competence of early childhood teachers visiting continuous professional development course: An intervention study. Mathematics Teacher Education & Development, 19(3), 76–93.
   Google Scholar
• Byrne, D. (2016). Research ethics. Sage.
   Google Scholar
• Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, Á., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. https://doi.org/10.1080/14794802.2018.1479981
   Web of Science ®Google Scholar
• Cheeseman, J., McDonough, A., & Ferguson, S. (2014). Investigating young children’s learning of mass measurement. Mathematics Education Research Journal, 26(2), 131–150. https://doi.org/10.1007/s13394-013-0082-7
   Google Scholar
• Chen, J.-Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42(6), 367–377. https://doi.org/10.1007/s10643-013-0619-0
   Google Scholar
• Clements, D. H., Fuson, K., & Sarama, J. (2019). Research commentary: Critiques of the common core in early math: A research-based response. Journal for Research in Mathematics Education, 50(1), 11–22. https://doi.org/10.5951/jresematheduc.50.1.0011
   Web of Science ®Google Scholar
• Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. https://doi.org/10.5951/jresematheduc.42.2.0127
   Web of Science ®Google Scholar
• Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
   Google Scholar
• Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice (3rd ed.). Stylus Publishing.
   Google Scholar
• Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New Directions for Adult & Continuing Education, 98(Summer 2003), 31–38. https://doi.org/10.1002/ace.97
   Google Scholar
• Dunekacke, S., Jenßen, L., & Blömeke, S. (2015). Effects of mathematics content knowledge on preschool teachers’ performance: A video-based assessment on perception and planning abilities in informal learning situations. International Journal of Science and Mathematics Education, 13(2), 267–286. https://doi.org/10.1007/s10763-014-9596-z
   Web of Science ®Google Scholar
• Ertle, B. B., Ginsburg, H. P., Ordero, M. I., Curran, T. C., Manlapig, L., & Morgenlander, M. (2008). The essence of early childhood mathematics education and the professional development needed to support it. In A. Dowker (Ed.), Mathematical difficulties. psychology and intervention (5th ed., pp. 59–83). Academic Press, Education Psychology Series.
   Google Scholar
• Gasteiger, H., & Benz, C. (2018). Enhancing and analyzing kindergarten teachers’ professional knowledge for early mathematics education. Journal of Mathematical Behavior, 51, 109–117. https://doi.org/10.1016/j.jmathb.2018.01.002
   Web of Science ®Google Scholar
• Hadley, F., Waniganayake, M., & Shepherd, W. (2015). Contemporary practice in professional learning and development of early childhood educators in Australia: Reflections on what works and why. Professional Development in Education, 41(2), 187–202. https://doi.org/10.1080/19415257.2014.986818
   Web of Science ®Google Scholar
• Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (2017). Enhancing children's spatial and numerical skills through a dynamic spatial approach to early geometry instruction: Effects of a 32-week intervention. Cognition and Instruction, 35(3), 236–264. https://doi.org/10.1080/07370008.2017.1323902
   Web of Science ®Google Scholar
• Helenius, O. (2018). Explicating professional modes of action for teaching preschool mathematics. Research in Mathematics Education, 20(2), 183–199. https://doi.org/10.1080/14794802.2018.1473161
   Web of Science ®Google Scholar
• Knaus, M. (2017). Supporting early mathematics learning in early childhood settings. Australasian Journal of Early Childhood, 42(3), 4–13. https://doi.org/10.23965/AJEC.42.3.01
   Web of Science ®Google Scholar
• Laski, E. V., & Siegler, R. S. (2014). Learning for number board games: You learn what you encode. Developmental Psychology, 50(3), 853–864. https://doi.org/10.1037/a0034321
   PubMed Web of Science ®Google Scholar
• Lee, J., Collins, D., & Melton, J. (2016). What does algebra look like in early childhood? Childhood Education, 92(4), 305–310. https://doi.org/10.1080/00094056.2016.1208009
   Google Scholar
• Lee, J., & Ginsburg, H. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(3), 37–34. https://doi.org/10.1177/183693910903400406
   Google Scholar
• Lindmeier, A. (2011). Modeling and measuring knowledge and competencies of teachers: A threefold domain-specific structure model for mathematics. Waxmann.
   Google Scholar
• Lindmeier, A., Seemann, S., Kuratli-Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Moser Opitz, E., & Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – An aspect of structural validity. Research in Mathematics Education, 22(2), 168–187. https://doi.org/10.1080/14794802.2019.1710558
   Web of Science ®Google Scholar
• McIntyre, A. (2008). Participatory action research. Sage.
   Google Scholar
• McNeil, N. M., Fyfe, E. R., & Dunwiddie, A. E. (2015). Arithmetic practice can be modified to promote understanding of mathematical equivalence. Journal of Educational Psychology, 107(2), 423–436. https://doi.org/10.1037/a0037687
   Web of Science ®Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
   Google Scholar
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 74(Summer 1997), 5–12. https://doi.org/10.1002/ace.7401
   Google Scholar
• Moss, J., Bruce, C., & Bobis, J. (2016). Young children’s access to powerful mathematical ideas: A review of current challenges and new developments in early years. In L. D. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp. 153–190). Routledge.
   Google Scholar
• Newby, P. (2014). Research methods for education (2nd ed.). Routledge.
   Google Scholar
• Nurmi, T., Parviainen, P., Virkkula, O., & Kähkönen, A.-L. (2021). LUMA2020 – Inquiring and innovating together in central Finland. In M. Rusek, M. Tóthová, & K. Vojir (Eds.), Project-based education and other activating strategies in science education XVIII (pp. 8–15). Charles University in Prague, Faculty of Education.
   Google Scholar
• Parviainen, P. (2019). The development of early mathematical skills – A theoretical framework for a holistic model. Journal of Early Childhood Education Research, 8(1), 162–191.
   Google Scholar
• Parviainen, P., Eklund, K., Koivula, M., Liinamaa, T., & Rutanen, N. (2023). Teaching early mathematical skills to 3- to 7-year-old children — Differences related to mathematical skill category, Children’s Age Group and teachers’ characteristics. International Journal of Science and Mathematics Education, 21(7), 1961–1983. https://doi.org/10.1007/s10763-022-10341-y
   Web of Science ®Google Scholar
• Polly, D., Martin, C. S., McGee, J. R., Wang, C., Lambert, R. G., & Pugalee, D. K. (2017). Designing curriculum-based mathematics professional development for kindergarten teachers. Early Childhood Education Journal, 45(5), 659–669. https://doi.org/10.1007/s10643-016-0810-1
   Web of Science ®Google Scholar
• Salomonsen, T. (2020). What does the research tell us about how children best learn mathematics? Early Child Development and Care, 190(13), 2150–2158. https://doi.org/10.1080/03004430.2018.1562447
   Web of Science ®Google Scholar
• Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. Learning trajectories for young children. Routledge.
   Google Scholar
• Simpson, A., & Linder, S. M. (2014). An examination of mathematics professional development opportunities in early childhood settings. Early Childhood Education Journal, 42(5), 335–342. https://doi.org/10.1007/s10643-013-0612-7
   Google Scholar
• Trawick-Smith, J., Swaminathan, S., & Liu, X. (2016). The relationship of teacher–child play interactions to mathematics learning in preschool. Early Child Development and Care, 186(5), 716–733. https://doi.org/10.1080/03004430.2015.1054818
   Web of Science ®Google Scholar
• van Oers, B. (2013). Communicating about number: Fostering young children’s mathematical orientation in the world. In L. D. English & J. T. Mulligan (Eds.), Reconceptualizing early mathematics learning, advances in mathematics education (pp. 183–203). Springer.
   Google Scholar
• Vogt, F., Hauser, B., Stebler, R., Rechnsteiner, K., & Urech, K. (2018). Learning through play – Pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–603. https://doi.org/10.1080/1350293X.2018.1487160
   Web of Science ®Google Scholar
• Ҫelik, M. (2017). Examination of the relationship between the preschool teachers’ attitudes towards mathematics and the mathematical development in 6-year-old preschool children. Journal of Education & Learning, 6(4), 49–56. https://doi.org/10.5539/jel.v6n4p49
   Google Scholar