This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.
|Title of host publication||Early Mathematics Learning: Selected Papers of the POEM 2012 Conference|
|Editors||Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel|
|Place of Publication||New York, NY|
|Publisher||Springer New York|
|Number of pages||16|
|State||Published - 2014|