Improving Prospective Early Childhood Teachers’ Content Knowledge and Attitudes Toward Mathematics

Dina Tirosh

doi:10.4324/9780203052372-57

Improving Prospective Early Childhood Teachers’ Content Knowledge and Attitudes Toward Mathematics

Dina Tirosh^*

^*Corresponding author for this work

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Mathematics educators emphasize the basic principle that in early childhood teacher education programs, mathematics teaching must take into account students’ knowledge, conceptions, and attitudes toward the subject. A second fundamental principle is the importance of constructing mathematical environments that allow learners to develop their own mathematics knowledge.

Original language	English
Title of host publication	Transforming Children’s Mathematics Education
Subtitle of host publication	International Perspectives
Publisher	Taylor and Francis
Pages	415-423
Number of pages	9
ISBN (Electronic)	9781136468773
ISBN (Print)	9780805806045
DOIs	https://doi.org/10.4324/9780203052372-57
State	Published - 1 Jan 2013

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Improving Prospective Early Childhood Teachers’ Content Knowledge and Attitudes Toward Mathematics

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