Opportunities for mathematical interaction through preschool routines

McGarvey, L.M and Jamison, N.M (2016) 'Opportunities for mathematical interaction through preschool routines.' In: Wood, M.B, Turner, E.E, Civil, M and Eli, J.A, eds. Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. University of Arizona, Tucson, AZ, pp. 1353-1356. ISBN 9780692628768

Official URL: http://www.pmena.org/pmenaproceedings/PMENA%2038%2...


This report presents the findings of the first phase of a professional development project with preschool teachers working alongside mathematics educators. Six preschool teachers were interviewed to identify specific examples of mathematical activity within regular classroom routines such as arrival, snack time, circle time, centres, and clean up. From the interviews the teachers identified a wide range of examples that took place through purposeful planning for circle time and centres. Fewer activities were identified by individual teachers during snack and arrival routines, but collectively they shared several opportunities including sorting, patterning, counting, and measuring. The range of examples demonstrates promise for the collaborative professional development in the next phase of the study.

Item Type: Book Chapter or Section

The proceedings are available to read as a pdf by following the links.

Keywords: early childhood education, pre-school education, teacher education-inservice/professional development
Divisions: School of Education
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Date Deposited: 25 Jan 2021 14:39
Last Modified: 15 Aug 2021 09:55
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/13718
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