This study investigates how and to what extent
preservice and inservice early childhood educators are
being prepared to develop mathematics skills and processes
in young children, age birth to five, in one southeastern
state in the United States. Utilizing a multi-phase mixed
methods study and a follow-up survey central to the
research question, findings from this study indicate that
professional development in mathematics is inadequate.
Few of the professional development opportunities focus
on specific mathematical content areas or address the
Common Core State Standards in Mathematics. In addition,
the majority of the professional development opportunities
are short, hourly sessions with little to no followup.
Implications of the results and suggestions for future
research are discussed.

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372.7 - AMB a

Perpustakaan FITK Pusat

Tersedia

• An Examination of Mathematics Professional Development Opportunities in Early Childhood Settings

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