Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

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

doi:10.1007/978-1-4614-4678-1_18

Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

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

School of Education

Tel Aviv University

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

Abstract

This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.

Original language	English
Title of host publication	Early Mathematics Learning: Selected Papers of the POEM 2012 Conference
Editors	Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel
Place of Publication	New York, NY
Publisher	Springer New York
Pages	291-306
Number of pages	16
ISBN (Print)	9781461446781
DOIs	https://doi.org/10.1007/978-1-4614-4678-1_18
State	Published - 2014

Access to Document

10.1007/978-1-4614-4678-1_18

Cite this

Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., & Barkai, R. (2014). Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. In U. Kortenkamp, B. Brandt, C. Benz, G. Krummheuer, S. Ladel, & R. Vogel (Eds.), Early Mathematics Learning: Selected Papers of the POEM 2012 Conference (pp. 291-306). Springer New York. https://doi.org/10.1007/978-1-4614-4678-1_18

Tsamir, Pessia ; Tirosh, Dina ; Levenson, Esther et al. / Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. Early Mathematics Learning: Selected Papers of the POEM 2012 Conference. editor / Ulrich Kortenkamp ; Birgit Brandt ; Christiane Benz ; Götz Krummheuer ; Silke Ladel ; Rose Vogel. New York, NY : Springer New York, 2014. pp. 291-306

@inbook{220af74367b341b29df384393dc1551a,

title = "Employing the CAMTE Framework: Focusing on Preschool Teachers{\textquoteright} Knowledge and Self-efficacy Related to Students{\textquoteright} Conceptions",

abstract = "This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers{\textquoteright} knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers{\textquoteright} knowledge and self-efficacy related to children{\textquoteright}s conceptions. Different aspects of teachers{\textquoteright} knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers{\textquoteright} self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.",

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

year = "2014",

doi = "10.1007/978-1-4614-4678-1_18",

language = "الإنجليزيّة",

isbn = "9781461446781",

pages = "291--306",

editor = "Ulrich Kortenkamp and Birgit Brandt and Christiane Benz and G{\"o}tz Krummheuer and Silke Ladel and Rose Vogel",

booktitle = "Early Mathematics Learning: Selected Papers of the POEM 2012 Conference",

publisher = "Springer New York",

address = "الولايات المتّحدة",

}

Tsamir, P, Tirosh, D, Levenson, E , Tabach, M & Barkai, R 2014, Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. in U Kortenkamp, B Brandt, C Benz, G Krummheuer, S Ladel & R Vogel (eds), Early Mathematics Learning: Selected Papers of the POEM 2012 Conference. Springer New York, New York, NY, pp. 291-306. https://doi.org/10.1007/978-1-4614-4678-1_18

Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. / Tsamir, Pessia; Tirosh, Dina; Levenson, Esther et al.
Early Mathematics Learning: Selected Papers of the POEM 2012 Conference. ed. / Ulrich Kortenkamp; Birgit Brandt; Christiane Benz; Götz Krummheuer; Silke Ladel; Rose Vogel. New York, NY: Springer New York, 2014. p. 291-306.

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

TY - CHAP

T1 - Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

AU - Tsamir, Pessia

AU - Tirosh, Dina

AU - Levenson, Esther

AU - Tabach, Michal

AU - Barkai, Ruthi

PY - 2014

Y1 - 2014

N2 - This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.

AB - This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.

U2 - 10.1007/978-1-4614-4678-1_18

DO - 10.1007/978-1-4614-4678-1_18

M3 - فصل

SN - 9781461446781

SP - 291

EP - 306

BT - Early Mathematics Learning: Selected Papers of the POEM 2012 Conference

A2 - Kortenkamp, Ulrich

A2 - Brandt, Birgit

A2 - Benz, Christiane

A2 - Krummheuer, Götz

A2 - Ladel, Silke

A2 - Vogel, Rose

PB - Springer New York

CY - New York, NY

ER -

Tsamir P, Tirosh D, Levenson E , Tabach M, Barkai R. Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. In Kortenkamp U, Brandt B, Benz C, Krummheuer G, Ladel S, Vogel R, editors, Early Mathematics Learning: Selected Papers of the POEM 2012 Conference. New York, NY: Springer New York. 2014. p. 291-306 doi: 10.1007/978-1-4614-4678-1_18

Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

Abstract

Access to Document

Fingerprint

Cite this