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Developing preschool teachers’ knowledge of students’ number conceptions

Abstract

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.

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Acknowledgments

This study was supported by the Israel Science Foundation (Grant No. 654/10).

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Correspondence to Esther Levenson.

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Tsamir, P., Tirosh, D., Levenson, E. et al. Developing preschool teachers’ knowledge of students’ number conceptions. J Math Teacher Educ 17, 61–83 (2014). https://doi.org/10.1007/s10857-013-9260-5

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Keywords

  • Preschool teachers
  • Professional development
  • Number concepts
  • Knowledge of students