Early learning numeracy: Investigating early learning educators’ shifts regarding young children’s mathematical learning: report for Research Partnerships Program

This qualitative research study investigated shifts in preschool teachers’ awareness and articulations of opportunities for young children to learn mathematics in their classrooms through their participation in a collaborative professional development project. The conceptual and methodological framework for this study was based on research on the construct of “noticing” within the teacher professional development literature (Ainley & Luntley, 2007; Jacobs, Lamb, & Philipp, 2010; Sherin & van Es, 2009; Star & Strickland, 2008; van Es & Sherin, 2008). This study followed the learning of two groups of educators who had committed to either a one or two year professional development research project. Analysis of pre- and post-surveys, pre and post-questionnaires on particular mathematical strands, and teaching artifacts (e.g., photos, audio and videos of classroom documentation) led to a number of positive findings including increased awareness and understanding of mathematical content and children’s learning of it, increased confidence in incorporating mathematics into the early learning classroom, and evidence from practice that ideas could be appropriately implemented.