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

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

doi:10.1007/978-3-319-49232-2_3

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

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

School of Education

Tel Aviv University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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 language	English
Title of host publication	Teaching and learning in maths classrooms
Subtitle of host publication	Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.
Editors	Chiara Andrà, Domenico Brunetto, Esther Levenson, Peter Liljedahl
Pages	17-26
Number of pages	10
ISBN (Electronic)	9783319492322
DOIs	https://doi.org/10.1007/978-3-319-49232-2_3
State	Published - 2017

Publication series

Name	Research in Mathematics Education

Keywords

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

Access to Document

10.1007/978-3-319-49232-2_3

Cite this

Tirosh, D., Tsamir, P., Levenson, E., Barkai, R., & Tabach, M. (2017). Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), Teaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction. (pp. 17-26). (Research in Mathematics Education). https://doi.org/10.1007/978-3-319-49232-2_3

Tirosh, Dina ; Tsamir, Pessia ; Levenson, Esther et al. / Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. Teaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.. editor / Chiara Andrà ; Domenico Brunetto ; Esther Levenson ; Peter Liljedahl. 2017. pp. 17-26 (Research in Mathematics Education).

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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)",

keywords = "*Competence, *Preschool Teachers, *Self-Efficacy, Knowledge (General)",

author = "Dina Tirosh and Pessia Tsamir and Esther Levenson and Ruthi Barkai and Michal Tabach",

year = "2017",

doi = "10.1007/978-3-319-49232-2_3",

language = "الإنجليزيّة",

isbn = "9783319492315",

series = "Research in Mathematics Education",

pages = "17--26",

editor = "Chiara Andr{\`a} and Domenico Brunetto and Esther Levenson and Peter Liljedahl",

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Tirosh, D, Tsamir, P, Levenson, E, Barkai, R & Tabach, M 2017, Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. in C Andrà, D Brunetto, E Levenson & P Liljedahl (eds), Teaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.. Research in Mathematics Education, pp. 17-26. https://doi.org/10.1007/978-3-319-49232-2_3

Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. / Tirosh, Dina; Tsamir, Pessia; Levenson, Esther et al.
Teaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.. ed. / Chiara Andrà; Domenico Brunetto; Esther Levenson; Peter Liljedahl. 2017. p. 17-26 (Research in Mathematics Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge.

AU - Tirosh, Dina

AU - Tsamir, Pessia

AU - Levenson, Esther

AU - Barkai, Ruthi

AU - Tabach, Michal

PY - 2017

Y1 - 2017

N2 - 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)

AB - 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)

KW - Competence

KW - Preschool Teachers

KW - Self-Efficacy

KW - Knowledge (General)

U2 - 10.1007/978-3-319-49232-2_3

DO - 10.1007/978-3-319-49232-2_3

M3 - فصل

SN - 9783319492315

SN - 9783319841106

T3 - Research in Mathematics Education

SP - 17

EP - 26

BT - Teaching and learning in maths classrooms

A2 - Andrà, Chiara

A2 - Brunetto, Domenico

A2 - Levenson, Esther

A2 - Liljedahl, Peter

ER -

Tirosh D, Tsamir P, Levenson E, Barkai R, Tabach M. Defining, drawing, and continuing repeating patterns: Preschool teachers' self-efficacy and knowledge. In Andrà C, Brunetto D, Levenson E, Liljedahl P, editors, Teaching and learning in maths classrooms: Emerging themes in affect-related research: Teachers' beliefs, students' engagement and social interaction.. 2017. p. 17-26. (Research in Mathematics Education). doi: 10.1007/978-3-319-49232-2_3