An Examination of Mathematics Professional Development Opportunities in Early Childhood Settings

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