From preschool teachers' professional development to children's knowledge: Comparing sets

Journal of Mathematics Teacher Education

Volumn 14, Issue 2, 2011, Pages 113-131

  Tirosh, Dina ^a   Tsamir, Pessia ^a   Levenson, Esther ^a   Tabach, Michal ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

Assessing professional development; Comparing sets; Equivalent sets; Preschool teachers' knowledge

Indexed keywords

EID: 79952817870     PISSN: 13864416     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10857-011-9172-1     Document Type: Article

References (27)

1. Borasi, R. (1996). Reconceiving mathematics instruction: A focus on errors. Issues in curriculum theory, policy, and research series. Norwood, NJ: Ablex Publishing.
2. Chapman, O. (2008). Narratives in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 2, pp. 15-38). Rotterdam: Sense Publishers.
3. Clarke, D. (1994). Ten key principles from research for the professional development of mathematics teachers. In D. B. Aichele & A. F. Coxford (Eds.), Professional development for teachers of mathematics, NCTM 1994 yearbook (pp. 37-48). Reston, VA: NCTM INC.
4. Clements, D. H., Sarama, J., & DiBiase, A. M. (2002). Preschool and kindergarten mathematics: A national conference. Teaching Children Mathematics, 8(9), 510-514.
5. Ferrini-Mundy, J., & Schram, T. (Eds.). (1997). The recognizing and recoding reform in mathematics education projects: Insights, issues, and implications (Journal for Research in Mathematics Education, Monograph #8). Reston, VA: National Council of Teachers of Mathematics.
6. Fischbein, E., & Baltsan, M. (1999). The mathematical concept of set and the 'collection' model. Educational Studies in Mathematics, 37, 1-22.
7. Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 1-22.
8. Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57, 177-211.
9. Israel National Mathematics Preschool Curriculum (INMPC). (2008). Retrieved April 7, 2010, from http://www. meyda. education. gov. il/files/Tochniyot_Limudim/KdamYesodi/Math1. pdf.
10. Linchevsky, L., & Vinner, S. (1988). The naive concept of sets in elementary teachers'. In A. Borbás (Ed.), Proceedings of the 12th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 471-478). Veszprém, Hungary: PME.
11. Markovitz, Z., & Smith, M. (2008). Cases as tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 2, pp. 39-64). Rotterdam: Sense Publishers.
12. National Association for the Education of Young Children & National Council of Teachers of Mathematics. (2002). Position statement. Early childhood mathematics: Promoting good beginnings. Available www. naeyc. org/resources/position_statements/psmath. htm.
13. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
14. National Council of Teachers of Mathematics. (2006). Curriculum focal points for kindergarten through grade 8 mathematics. Reston, VA: NCTM.
15. Practice Guidance for the Early Years Foundation Stage. (2008). Retrieved April 9, 2009, from www. standards. dfes. gov. uk/eyfs/resources/downloads/practice-guidance. pdf.
16. Schoenfeld, A. H., & Kilpatrick, J. (2008). Toward a theory of proficiency in teaching mathematics. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 2, pp. 321-354). Rotterdam: Sense Publishers.
17. Schwan Smith, M. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.
18. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
19. Sullivan, P. (2006). Not only what and why, but also how: Thinking about strategies for mathematics teacher education. Journal of Mathematics Teacher Education, 8, 437-440.
20. Sullivan, P., & Mousley, J. (2001). Thinking teaching: Seeing mathematics teachers as active decision makers. In F.-L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 147-163). Dordrecht, The Netherlands: Kluwer Academic Publishers.
21. Tirosh, D., & Graeber, A. (2003). Challenging and changing mathematics teaching classroom practices. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 643-687). Dordrecht: Kluwer Academic Publishers.
22. Tsamir, P. (1999). The transition from comparison of finite to the comparison of infinite sets: Teaching prospective teachers. Educational Studies in Mathematics, 38, 209-234.
23. Tsamir, P. (2008). Using theories as tools in mathematics teacher education. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 2, pp. 211-234). Rotterdam: Sense Publishers.
24. Tsamir, P., Tirosh, D., Tabach, M., & Levenson, E. (2010). Multiple solution methods and multiple outcomes-Is it a task for kindergarten children? Educational Studies in Mathematics, 73(3), 217-231.
25. Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 2, pp. 109-134). Rotterdam: Sense Publishers.
26. Zaslavsky, O. (2005). Seizing the opportunity to create uncertainty in learning mathematics. Educations Studies in Mathematics, 60(3), 297-321.
27. Zaslavsky, O. (2007). Mathematics-related tasks, teacher education, and teacher educators: The dynamics associated with tasks in mathematics teacher education. Journal of Mathematics Teacher Education, 10(6), 433-440.