This chapter describes foundational mathematics and proposes that enhanced recognition and understanding of it and its relationship to the mathematics of primary school is a necessary step to improving mathematics education generally. A professional development program in foundational mathematics with proven effects on teaching and child outcomes is described.
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This study examines the construct validity of a new teacher interview designed to assess teachers’ pedagogical content knowledge (PCK) for preschool mathematics.
This manuscript is based on dissertation research completed under the direction of Dr. Jie-Qi Chen at Erikson Institute, and was funded by a Head Start Research Scholars Grant from the U.S. Department of Health and Human Services, Administration for Children and Families and a grant from the Chicago Public Schools.
The field of early education lacks a common conceptual framework to organize and integrate teacher development experiences. In this paper, the whole teacher development approach is proposed as an organizing framework.