Teachers' Use & Understanding of Hypothetical Learning Trajectories

Mary Ellen Bardsley

ISBN 10: 363951338X / ISBN 13: 9783639513387

Published by Scholars' Press Jun 2013, 2013

About this Item

This item is printed on demand - Print on Demand Titel. Neuware -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.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 188 pp. Englisch.

Seller Inventory # 9783639513387

Bibliographic Details

• Title: Teachers' Use & Understanding of Hypothetical Learning Trajectories
• Publisher: Scholars' Press Jun 2013
• Publication Date: 2013
• Language: English
• ISBN 10: 363951338X
• ISBN 13: 9783639513387
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 12D millimeters 220 millimeters width by 150 millimeters height by 12 millimeters depth
• Weight: 298 grams

About this title

Synopsis

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.

About the Author

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.