This report presents preliminary findings on what mathematical interactions six Canadian preschool teachers initially noticed in classroom routines. The routines included: arrival routines, snack time, circle or group time, centers or playtime, and cleaning up. From the interviews the teachers identified examples of counting, exploring patterns, shapes, numbers, and measurement. Recognizing mathematical interactions during circle time and centers was easiest for the teachers. The teachers had more difficulty identifying mathematical interactions in the snack and arrival routines.
Period
3 Nov 2016 → 6 Nov 2016
Event title
Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016)