Varhaisen matematiikan opetus – Teoreettisesta mallinnuksesta opettajien pedagogiseen tietoisuuteen
DOI:
https://doi.org/10.58955/jecer.156929Keywords:
pedagogical awareness, professional development programme, development of early mathematical skills, teaching early mathematical skillsAbstract
Research concerning early mathematical teaching has been limited in Finland. There is a lack of knowledge about how teaching is realised, and how different elements influence mathematical teaching. The purpose of my doctoral dissertation was to develop a theoretical model of the holistic development of early mathematical skills, and to provide knowledge of the teaching of these skills in Finnish early childhood education and care and pre-primary education. The purpose was also to provide knowledge on how teaching could be enhanced to foster children’s mathematical learning. I utilised mixed methods research design in my study including a qualitative systematic review of 134 peer-reviewed articles, web survey data collected from teachers working with 3- to 7-year-old children (N = 206), as well as interviews and pre-follow-up-questionnaires collected from teachers (N = 7) participating in mathematics professional development (PD) programme. Results demonstrated that teaching early mathematical skills corresponded partially to research-based understanding of mathematical skills development but also revealed need for increasing up-to-date understanding. Results further showed that both PD programmes and teachers’ pedagogical awareness translated critically to early mathematical teaching; both reflected to children’s possibilities for being surrounded by mathematical phenomena in ECEC and pre-primary education.
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