Imagining a future in PreK: How professional identity shapes notions of early mathematics

Elizabeth Graue; Anne Karabon; Katherine Kresin Delaney; Kristin Whyte; Jiwon Kim; Anita Wager

doi:10.1111/aeq.12086

Imagining a future in PreK: How professional identity shapes notions of early mathematics

Elizabeth Graue, Anne Karabon, Katherine Kresin Delaney, Kristin Whyte, Jiwon Kim, Anita Wager

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.

Original language	English (US)
Pages (from-to)	37-54
Number of pages	18
Journal	Anthropology and Education Quarterly
Volume	46
Issue number	1
DOIs	https://doi.org/10.1111/aeq.12086
State	Published - Mar 1 2015
Externally published	Yes

Keywords

Early childhood
Funds of knowledge
Identity in practice
Mathematics
Teacher identity

ASJC Scopus subject areas

Education
Anthropology

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10.1111/aeq.12086

Cite this

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abstract = "This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.",

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AU - Wager, Anita

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AB - This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.

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Imagining a future in PreK: How professional identity shapes notions of early mathematics

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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