Teachers' Use & Understanding of Hypothetical Learning Trajectories: Examining Pre-kindergarten Teachers' Use in Mathematics Education

Teachers’ mathematical content knowledge and their understanding of children’s learning have been identified as critical elements in current reform movements. Hypothetical learning trajectories (Simon, 1995) have the potential to increase pre-kindergarten teachers’ understanding of the mathematical processes young children use and facilitating their students’ growth towards higher levels of mathematical knowledge. This case study of 14 pre-kindergarten teachers describes the processes these teachers utilized implementing a research- based mathematics curriculum over the course of a school year. The study found that the teachers’ reasons for volunteering influenced their use of HLT components and supports during the year. These results have implications for developing teachers’ understanding of early childhood mathematics and how reform efforts are implemented.

Mary Ellen Bardsley earned a Bachelor of Science from Cornell University and Medialle College, and her Ph.D in Early Childhood Education from the University of Buffalo, Buffalo, New York. She is an associate professor at Niagara University, Lewiston, New York.