Article2012

Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview

124 citations0/0 files storedJournal of Research in Childhood Education

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Mathematics Education and Teaching Techniques Early Childhood Education and Development Cognitive and developmental aspects of mathematical skills

Abstract

This study examines the construct validity of a new teacher interview designed to assess teachers' pedagogical content knowledge (PCK) for preschool mathematics. PCK describes the subject matter knowledge a teacher needs for effective teaching. Data from 22 teachers and 113 Head Start children in a large midwestern city in the United States were used to test predictive relationships between the PCK interview and two dependent variables: good preschool math teaching practices and improved child learning outcomes. Using a method from previous published work, frequency of math-related language is assessed as a proxy for good preschool math teaching. Changes in children's mathematical achievement were measured from fall to spring within a single school year using the Test of Early Mathematics Ability (3rd ed.). Analysis by hierarchical linear modeling found significant positive relationships between scores on the new measure and both variables, suggesting that the PCK interview adequately represents the knowledge needed for effective teaching of preschool mathematics. A theoretical framework for the interview's construction is provided.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1979National Council of Teachers of Mathematics 2007School readiness and later achievement.2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement 2000Teacher Quality and Student Achievement: A Review of State Policy Evidence 2016National Association for the Education of Young Children 2001Eager to learn: educating our preschoolers 2013Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis

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2015Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs 2016The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play.2017Preschool Teachers’ Pedagogical Content Knowledge in Mathematics 2016Making Progress on Mathematical Knowledge for Teaching 2020Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional knowledge and motivation?

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