From Preschool Teachers’ Professional Development to Children’s Knowledge: Comparing Sets

Source: Journal of Mathematics Teacher Education, Volume 14, Number 2, 113-131.

This paper describes the professional development program Starting Right: Mathematics in Preschools.

The article describes four episodes that revolve around the topic of equivalent sets.

The article demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice.
Assessment of the program included assessing the children’s knowledge.

Results indicated that students of participating teachers learned to be more flexible and to give more possible answers than students of non-participating teachers.