Using Children’s Patterning Tasks During Professional Development for Preschool Teachers

Dina Tirosh, Pessia Tsamir, Ruthi Barkai, Esther Levenson

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


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.
Original languageEnglish
Title of host publicationMathematics Education in the Early Years: Results from the POEM3 Conference, 2016
EditorsChristiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner
Place of PublicationCham
PublisherSpringer International Publishing AG
Number of pages21
ISBN (Print)9783319782201
StatePublished - 2018


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