Description
The purpose of our pilot study was to identify what Canadian preschool teachers noticed as opportunities for teacher-child mathematical interactions in the classroom and to investigate the value of video as a professional development tool to prompt increased attention to and awareness of different possibilities for mathematical interactions. Using the framework of teacher noticing, we interviewed six preschool teachers to establish an initial baseline of their perspectives and current practices of mathematical interactions. The teachers then participated in three professional development sessions over four-months using collaborative video viewing of classroom routines. Through the sessions the teachers' increased their attention to and awareness of different possibilities for mathematical interactions within preschool routines. They were also successful at incorporating small changes to the mathematical interactions in various classroom routines and activities.| Period | 27 May 2017 → 31 May 2017 |
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| Event title | 45th Canadian Society of the Study of Education (CSSE) Annual Conference |
| Event type | Conference |
| Location | Toronto, Canada, OntarioShow on map |
| Degree of Recognition | International |