What Knowledge is Shaping Teacher Preparation in Early Childhood Mathematics?

摘要: This article examines the bodies of knowledge that influence and inform teaching mathematics methods courses for preservice early childhood teachers, focusing on U.S. context. In particular, reports an analysis scholarship published over last 20 years in four journals (two focused education two education), which examined discourse these around mathematical content instructional strategies. The found attention to context was minimal, largely as a result dominant focus elementary education. rather than showed up greater advanced emphasis formal informal methods. review suggests need research how teachers learn teach mathematics, such counting cardinality, adapt curricula, use teaching...