ABSTRACT
Studies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners’ development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics.
Acknowledgements
This material is based upon work supported by the National Science Foundation under Grant No. 13-608. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. All names are pseudonyms.