Patterning activities in preschool are considered one way for enhancing young children’s appreciation for structure. Preschool teachers, however, are not always aware of the mathematics behind these activities. This paper describes one part of a professional development program that employs the use of tasks for children to promote preschool teachers’ knowledge for teaching patterns. Segments of the program reflect how the refined Cognitive Affective Mathematics Teacher Education framework helped to ensure that while engaging in pattern tasks for children, teachers enhanced their mathematics knowledge, knowledge of students, and knowledge of tasks.
|Title of host publication||Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016|
|Editors||Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner|
|Place of Publication||Cham|
|Publisher||Springer International Publishing AG|
|Number of pages||21|
|State||Published - 2018|