Early Childhood Teachers' Knowledge and Self-efficacy for Evaluating Solutions to Repeating Pattern Tasks

Pessia Tsamir, Dina Tirosh, Esther S. Levenson, Ruthi Barkai

نتاج البحث: فصل من :كتاب / تقرير / مؤتمرفصلمراجعة النظراء

ملخص

This study examines three aspects of early childhood teachers’ patterning knowledge: identifying features, errors and appropriate continuations of repeating patterns. Fifty-one practicing early childhood teachers’ self-efficacy is investigated in relation to performance on patterning tasks. Results indicated that teachers held high self-efficacy beliefs about solving patterning tasks correctly. Regarding performance, teachers were able to identify repeating patterns and errors in those patterns. However, when evaluating ways in which a repeating pattern may be continued, teachers found it more difficult to choose correct continuations for patterns that did not end with a complete unit of repeat than for those patterns that did. They tended to only choose continuations which would end the pattern with a complete unit of repeat. These results are discussed in light of findings from related previous studies.
اللغة الأصليةالإنجليزيّة
عنوان منشور المضيفContemporary Research and Perspectives on Early Childhood Mathematics Education
المحررونIliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
مكان النشرCham
الصفحات291-310
رقم المعيار الدولي للكتب (الإلكتروني)978-3-319-73432-3
المعرِّفات الرقمية للأشياء
حالة النشرنُشِر - 2018

سلسلة المنشورات

الاسمICME-13 Monographs

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