Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connecte...

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Veröffentlicht in:Anthropology & education quarterly 2015-03, Vol.46 (1), p.37-54
Hauptverfasser: Graue, Elizabeth, Karabon, Anne, Delaney, Katherine Kresin, Whyte, Kristin, Kim, Jiwon, Wager, Anita
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Sprache:eng
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Zusammenfassung:This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12086