992
Views
10
CrossRef citations to date
0
Altmetric
Articles

Early childhood mathematics: A pilot study in preservice teacher education

&
Pages 25-40 | Received 01 Jun 2014, Accepted 28 Apr 2015, Published online: 23 Feb 2016

References

  • Australian Children’s Education and Care Quality Authority (ACECQA). (2011a). Guide to the National Quality Framework. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF-130902.pdf
  • Australian Children’s Education and Care Quality Authority (ACECQA). (2011b). Guide to the National Quality Standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf.
  • Bates, A., Latham, N., & Kim, J.-A. (2013). Do I have to teach math? Early childhood pre-service teachers’ fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST): The Journal, 5, 1–10.
  • Bates, A. B., Latham, N., & Kim, J.-A. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325–333. doi:10.1111/j.1949-8594.2011.00095.x
  • Beilock, S., Gunderson, E., Ramirez, G., & Levine, S. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences (PNAS), 107(5), 1860–1863. doi:10.1073/pnas.0910967107
  • Betz, N. E. (2004). Contributions of self-efficacy theory to career counseling: A personal perspective. The Career Development Quarterly, 52(4), 340–353. doi:10.1002/(ISSN)2161-0045
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. doi:10.1023/A:1021302408382
  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173–180. doi:10.1111/ssm.2006.106.issue-4
  • Clements, D., & Sarama, J. (2009). Learning and teaching early math: The math trajectories approach. New York, NY: Routledge.
  • Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443–494. doi:10.3102/0002831207312908
  • Cohrssen, C., Church, A., Tayler, C., & Ishimine, K. (2013). Playing with maths: Facilitating the learning in play-based learning. Australasian Journal of Early Childhood, 38(1), 95–99.
  • Cohrssen, C., & Tayler, C. (2012). Mathematics learning pathways for children from birth to five years. Unpublished literature review, Department of Education and Early Childhood Development, Melbourne, Victoria, Australia.
  • Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF). Canberra, Australia: Australian Government Department of Education, Employment and Workplace Relations.
  • Duncan, G. J., Claessens, A., Huston, A., Pagani, L., Engel, M., Sexton, H. … Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. doi:10.1016/j.lindif.2009.05.004
  • Ginsburg, H., Duch, H., Ertle, B., & Noble, K. G. (2012). How can parents help their children learn math? In B. H. Wasik (Ed.), Handbook of family literacy (pp. 51–65). New York, NY: Routledge.
  • Gresham, G. (2009). An examination of mathematics teacher efficacy and mathematics anxiety in elementary pre-service teachers. Journal of Classroom Interaction, 44(2), 22–38.
  • Hachey, A. (2013). The early childhood mathematics education revolution. Early Education & Development, 24(4), 419–430. doi:10.1080/10409289.2012.756223
  • Horm, D., Hyson, M., & Winton, P. (2013). Research on early childhood teacher education: Evidence from three domains and recommendations for moving forward. Journal of Early Childhood Teacher Education, 34(1), 95–112. doi:10.1080/10901027.2013.758541
  • Johnson, B., & vandersandt, S. (2011). “Maths makes me sweat” The impact of pre-service courses on mathematics anxiety. Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST), 5, 1–8.
  • Kennedy, A. S., & Heineke, A. (2014). Re-envisioning the role of universities in early childhood teacher education: Community partnerships for 21st-century learning. Journal of Early Childhood Teacher Education, 35(3), 226–243. doi:10.1080/10901027.2014.936072
  • Lake, V. E., & Kelly, L. (2014). Female preservice teachers and mathematics: Anxiety, beliefs, and stereotypes. Journal of Early Childhood Teacher Education, 35(3), 262–275. doi:10.1080/10901027.2014.936071
  • McLean Davies, L., Anderson, M., Deans, J., Dinham, S., Griffin, P., Kameniar, B. … Tyler, D. (2012). Masterly preparation: Embedding clinical practice in a graduate pre-service teacher education programme. Journal of Education for Teaching, 39(1), 93–106.
  • Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System Manual: Pre-K (CLASS). Baltimore, MD: Paul H Brookes.
  • Ramey, C. T., Sparling, J. J., & Ramey, S. L. (2012). Abecedarian: The ideas, the approach, and the findings. Los Altos, CA: Sociometrics Corporation.
  • Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice. New York, NY: Teachers Press, Columbia University.
  • Stipek, D. J. (2013). Mathematics in early childhood education: Revolution or evolution? Early Education & Development, 24(4), 431–435. doi:10.1080/10409289.2013.777285
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Zacharos, K., Koliopoulos, D., Dokimaki, M., & Kassoumi, H. (2007). Views of prospective early childhood education teachers towards mathematics and its instruction. European Journal of Teacher Education, 30(3), 305–318. doi:10.1080/02619760701486134
  • Zaslow, M., Tout, K., Halle, T., Vick Whittaker, J. E., & Lavelle, B. (2010). Emerging research on early childhood professional development. In S. B. Neuman (Ed.), Preparing teachers for the early childhood classroom. Proven models and key principles (pp. 17–47). Baltimore, MD: Paul H. Brookes Publishing Co.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.