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    Early childhood teachers' content and pedagogical knowledge of geometry

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    Author
    Maxedon, Sandra Jo
    Issue Date
    2003
    Keywords
    Education, Mathematics.
    Education, Early Childhood.
    Education, Teacher Training.
    Advisor
    Larson, Carol F.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers knew how geometry would benefit students and could elucidate their own goals when teaching geometry. They were more familiar with their district's curriculum and performance objectives for geometry than they were with state or national goals. They had ideas about what constitutes developmentally appropriate practice, both generally and in geometry education. Child development as it relates to geometry was an elusive concept. Their expertise in this area was primarily based on their experiences as teachers and their faith in the district's curriculum. They were somewhat familiar with pedagogical aspects of their grade level curricula, including expectations, materials, and resources, with shape names being their primary focus. They were less familiar with subject matter issues such as the scope and content of the geometry curricula in the grades preceding and following theirs, important geometric concepts for primary students, and the role of spatial visualization in children's development of geometry. When solving geometric problems, they tended to be anxious and uncertain but overall were persistent problem solvers who willingly communicated their thinking. Their problem solving was marked by doubt, self-talk, hand movements, and ambiguity. In general there was evidence of difficulty with class inclusion, deductive reasoning, and conceptual verbalization.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Teaching and Teacher Education
    Degree Grantor
    University of Arizona
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