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Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children

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Forging Connections in Early Mathematics Teaching and Learning

Part of the book series: Early Mathematics Learning and Development ((EMLD))

Abstract

This chapter examines the mathematics identities of early childhood educators in birth to five-year-old settings. Connections are explored between how these educators perceive their role in promoting mathematics in child care settings and the opportunities afforded to the children in these settings. Results are presented from a phenomenological investigation of how participants view teaching and learning mathematics and how they experience mathematics teaching with young children. Participants (n = 8) were Head Start and Early Head Start teachers involved in a year-long mathematics professional development experience. They were chosen based on their level of implementation of practices recommended to them through professional development. In-depth interviews and classroom observations were conducted and results compared to determine how mathematics identity influenced practice. Example vignettes describe how these teachers implemented mathematics with young children. Embedded in these examples is a discussion of next steps for these teachers in terms of their own professional growth.

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Author information

Authors and Affiliations

  1. Clemson University, Clemson, USA

    Sandra M. Linder

  2. Indiana University, Bloomington, Indiana, USA

    Amber M. Simpson

Authors
  1. Sandra M. Linder
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  2. Amber M. Simpson
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Correspondence to Sandra M. Linder .

Editor information

Editors and Affiliations

  1. School of Education, College of Education, Psychology and Social Work, Flinders University, Bedford Park, South Australia, Australia

    Virginia Kinnear

  2. Faculty of Education and Arts, School of Education, Australian Catholic University, Fitzroy, Victoria, Australia

    Mun Yee Lai

  3. Faculty of Education, College of Arts, Law and Education, University of Tasmania, Launceston, Tasmania, Australia

    Tracey Muir

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Linder, S.M., Simpson, A.M. (2018). Connecting the Mathematics Identity of Early Childhood Educators to Classroom Experiences for Young Children. In: Kinnear, V., Lai, M., Muir, T. (eds) Forging Connections in Early Mathematics Teaching and Learning. Early Mathematics Learning and Development. Springer, Singapore. https://doi.org/10.1007/978-981-10-7153-9_9

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  • DOI: https://doi.org/10.1007/978-981-10-7153-9_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-7151-5

  • Online ISBN: 978-981-10-7153-9

  • eBook Packages: EducationEducation (R0)

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