Opportunities for mathematical interaction through preschool routines

Lynn M. McGarvey; Nicole M. Jamison

Opportunities for mathematical interaction through preschool routines

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

This report presents the findings of the first phase of a professional development project with preschool teachers working alongside mathematics educators. Six preschool teachers were interviewed to identify specific examples of mathematical activity within regular classroom routines such as arrival, snack time, circle time, centres, and clean up. From the interviews the teachers identified a wide range of examples that took place through purposeful planning for circle time and centres. Fewer activities were identified by individual teachers during snack and arrival routines, but collectively they shared several opportunities including sorting, patterning, counting, and measuring. The range of examples demonstrates promise for the collaborative professional development in the next phase of the study.

Original language	English
Title of host publication	Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Subtitle of host publication	sin fronteras: questioning borders with(in) mathematics education
Editors	Marcy B. Wood, Erin E. Turner, Marta Civil, Jennifer A. Eli
Place of Publication	Tucson, AZ
Publisher	University of Arizona Press
Pages	1353-1356
Number of pages	4
ISBN (Electronic)	9780692628768
Publication status	Published - 2016
Externally published	Yes
Event	Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016) - Marriott Starr Pass Resort, Tucson, United States Duration: 3 Nov 2016 → 6 Nov 2016

Conference

Conference	Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016)
Abbreviated title	PME-NA
Country/Territory	United States
City	Tucson
Period	3/11/16 → 6/11/16

Keywords

early childhood education (ECE)
preschool
teacher noticing
professional development / training
teacher education

Cite this

McGarvey, L. M., & Jamison, N. M. (2016). Opportunities for mathematical interaction through preschool routines. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: sin fronteras: questioning borders with(in) mathematics education (pp. 1353-1356). University of Arizona Press.

McGarvey, Lynn M. ; Jamison, Nicole M. / Opportunities for mathematical interaction through preschool routines. Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: sin fronteras: questioning borders with(in) mathematics education. editor / Marcy B. Wood ; Erin E. Turner ; Marta Civil ; Jennifer A. Eli. Tucson, AZ : University of Arizona Press, 2016. pp. 1353-1356

@inproceedings{f08a5f1070174af48579c82736b15640,

title = "Opportunities for mathematical interaction through preschool routines",

abstract = "This report presents the findings of the first phase of a professional development project with preschool teachers working alongside mathematics educators. Six preschool teachers were interviewed to identify specific examples of mathematical activity within regular classroom routines such as arrival, snack time, circle time, centres, and clean up. From the interviews the teachers identified a wide range of examples that took place through purposeful planning for circle time and centres. Fewer activities were identified by individual teachers during snack and arrival routines, but collectively they shared several opportunities including sorting, patterning, counting, and measuring. The range of examples demonstrates promise for the collaborative professional development in the next phase of the study. ",

keywords = "early childhood education (ECE), preschool, teacher noticing, professional development / training, teacher education",

author = "McGarvey, {Lynn M.} and Jamison, {Nicole M.}",

year = "2016",

language = "English",

pages = "1353--1356",

editor = "Wood, {Marcy B.} and Turner, {Erin E.} and Marta Civil and Eli, {Jennifer A.}",

booktitle = "Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education",

publisher = "University of Arizona Press",

address = "United States",

note = "Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016), PME-NA ; Conference date: 03-11-2016 Through 06-11-2016",

}

McGarvey, LM & Jamison, NM 2016, Opportunities for mathematical interaction through preschool routines. in MB Wood, EE Turner, M Civil & JA Eli (eds), Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: sin fronteras: questioning borders with(in) mathematics education. University of Arizona Press, Tucson, AZ, pp. 1353-1356, Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016), Tucson, Arizona, United States, 3/11/16.

Opportunities for mathematical interaction through preschool routines. / McGarvey, Lynn M.; Jamison, Nicole M.
Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: sin fronteras: questioning borders with(in) mathematics education. ed. / Marcy B. Wood; Erin E. Turner; Marta Civil; Jennifer A. Eli. Tucson, AZ: University of Arizona Press, 2016. p. 1353-1356.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

TY - GEN

T1 - Opportunities for mathematical interaction through preschool routines

AU - McGarvey, Lynn M.

AU - Jamison, Nicole M.

PY - 2016

Y1 - 2016

N2 - This report presents the findings of the first phase of a professional development project with preschool teachers working alongside mathematics educators. Six preschool teachers were interviewed to identify specific examples of mathematical activity within regular classroom routines such as arrival, snack time, circle time, centres, and clean up. From the interviews the teachers identified a wide range of examples that took place through purposeful planning for circle time and centres. Fewer activities were identified by individual teachers during snack and arrival routines, but collectively they shared several opportunities including sorting, patterning, counting, and measuring. The range of examples demonstrates promise for the collaborative professional development in the next phase of the study.

AB - This report presents the findings of the first phase of a professional development project with preschool teachers working alongside mathematics educators. Six preschool teachers were interviewed to identify specific examples of mathematical activity within regular classroom routines such as arrival, snack time, circle time, centres, and clean up. From the interviews the teachers identified a wide range of examples that took place through purposeful planning for circle time and centres. Fewer activities were identified by individual teachers during snack and arrival routines, but collectively they shared several opportunities including sorting, patterning, counting, and measuring. The range of examples demonstrates promise for the collaborative professional development in the next phase of the study.

KW - early childhood education (ECE)

KW - preschool

KW - teacher noticing

KW - professional development / training

KW - teacher education

UR - http://www.pmena.org/pmenaproceedings/PMENA%2038%202016%20Proceedings.pdf

M3 - Conference proceeding contribution

SP - 1353

EP - 1356

BT - Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

A2 - Wood, Marcy B.

A2 - Turner, Erin E.

A2 - Civil, Marta

A2 - Eli, Jennifer A.

PB - University of Arizona Press

CY - Tucson, AZ

T2 - Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th : 2016)

Y2 - 3 November 2016 through 6 November 2016

ER -

McGarvey LM, Jamison NM. Opportunities for mathematical interaction through preschool routines. In Wood MB, Turner EE, Civil M, Eli JA, editors, Proceedings of the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: sin fronteras: questioning borders with(in) mathematics education. Tucson, AZ: University of Arizona Press. 2016. p. 1353-1356

Opportunities for mathematical interaction through preschool routines

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