Developing preschool teachers' knowledge of students' number conceptions

被引：7
作者：
Tsamir P. [1 ]
Tirosh D. [1 ]
Levenson E. [1 ]
Tabach M. [1 ]
Barkai R. [1 ]
机构：
[1] Tel Aviv University, 69978 Tel Aviv
来源：
Journal of Mathematics Teacher Education | 2014年 / 17卷 / 1期
基金：
以色列科学基金会;
关键词：
Knowledge of students; Number concepts; Preschool teachers; Professional development;
D O I：
10.1007/s10857-013-9260-5
中图分类号：
学科分类号：
摘要：
This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results indicated that teachers' knowledge of students' number conceptions improved and that their related self-efficacy increased. Furthermore, prior to participating in the programs, a significant negative correlation between knowledge and self-efficacy was reported. However, no significant correlation was found after the program. © 2013 Springer Science+Business Media Dordrecht.
引用
收藏
页码：61 / 83
页数：22
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