Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge.

Dina Tirosh, Pessia Tsamir, Esther Levenson, Ruthi Barkai, Michal Tabach

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Patterning activities, specifically those related to repeating patterns, may encourage young children's appreciation for underlying structures. This paper investigates preschool teachers' knowledge and self-efficacy for defining, drawing, and continuing repeating patterns. Results indicated that teachers were able to draw and continue various repeating patterns but had difficulties defining repeating patterns. In general, teachers had a high self-efficacy for all tasks. However, teachers' had a significantly lower self-efficacy for defining repeating patterns than for drawing and continuing repeating patterns. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Original languageEnglish
Title of host publicationTeaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.
EditorsChiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl
Place of PublicationCham, Switzerland
PublisherSpringer International Publishing AG
Pages17-26
Number of pages10
ISBN (Electronic)978-3-319-49232-2
ISBN (Print)978-3-319-49231-5
DOIs
StatePublished - 2017

Publication series

NameResearch in mathematics education.

Keywords

  • *Competence
  • *Preschool Teachers
  • *Self-Efficacy
  • Knowledge (General)

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