Professional development for preschool teachers: The CAMTE framework and repeating patterns

Dina Tirosh, Pessia Tsamir, Esther Levenson, Ruthi Barkai

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

Abstract

In Israel, there is a mandatory preschool mathematics curriculum. Yet, most preschool teachers have little preparation for teaching mathematics to young chil dren. In this chapter, we present the Cognitive Affective Mathematics Teacher Education (CAMTE) framework that was developed at Tel Aviv University and used to investigate different elements of preschool teachers' knowledge and self efficacy for teaching mathematics. The framework was also used to plan and enact professional development for preschool teachers. The chapter offers a theoretical rationale for the framework and then demonstrates how the framework was used within the context of teaching repeating patterns.

Original languageEnglish
Title of host publicationK-12 Mathematics Education In Israel
Subtitle of host publicationIssues and Innovations
EditorsNitsa Movshovitz-Hadar
Place of PublicationSingapore ; Hackensack, New Jersey
PublisherWorld Scientific Publishing Co. Pte Ltd
Pages107-115
Number of pages9
ISBN (Electronic)9789813231191
ISBN (Print)9789813231184
DOIs
StatePublished - 27 Feb 2018

Publication series

NameSeries on mathematics education
PublisherWorld Scientific
Volume13

All Science Journal Classification (ASJC) codes

  • General Social Sciences
  • General Mathematics

RAMBI publications

  • rambi
  • Mathematics -- Study and teaching (Preschool) -- Israel
  • Preschool teachers -- Training of -- Israel

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