Early Childhood Teachers' Knowledge and Self-efficacy for Evaluating Solutions to Repeating Pattern Tasks

Pessia Tsamir, Dina Tirosh, Esther S. Levenson, Ruthi Barkai

פרסום מחקרי: פרק בספר / בדוח / בכנספרקביקורת עמיתים

תקציר

This study examines three aspects of early childhood teachers’ patterning knowledge: identifying features, errors and appropriate continuations of repeating patterns. Fifty-one practicing early childhood teachers’ self-efficacy is investigated in relation to performance on patterning tasks. Results indicated that teachers held high self-efficacy beliefs about solving patterning tasks correctly. Regarding performance, teachers were able to identify repeating patterns and errors in those patterns. However, when evaluating ways in which a repeating pattern may be continued, teachers found it more difficult to choose correct continuations for patterns that did not end with a complete unit of repeat than for those patterns that did. They tended to only choose continuations which would end the pattern with a complete unit of repeat. These results are discussed in light of findings from related previous studies.
שפה מקוריתאנגלית
כותר פרסום המארחContemporary Research and Perspectives on Early Childhood Mathematics Education
עורכיםIliada Elia, Joanne Mulligan, Ann Anderson, Anna Baccaglini-Frank, Christiane Benz
מקום הפרסוםCham
עמודים291-310
מסת"ב (אלקטרוני)978-3-319-73432-3
מזהי עצם דיגיטלי (DOIs)
סטטוס פרסוםפורסם - 2018

סדרות פרסומים

שםICME-13 Monographs

טביעת אצבע

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