Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy

Auteurs-es

  • Sandy Youmans Queen's University
  • Andrew Coombs Queen's University
  • Lynda Colgan Queen's University

Résumé

Au printemps 2017, une évaluation des besoins éducatifs de l’éducation mathématique précoce en Ontario a été réalisée en utilisant un sondage en ligne pour les éducateurs de la petite enfance, les enseignants de la maternelle et les enseignants de première année. Le but de L’évaluation des besoins avait pour but d’obtenir un bref compte rendu de l’état de l’éducation précoce en mathématiques dans la province et d’identifier tout écart potentiel entre les pratiques actuelles et futures d’éducation en mathématiques. Les réponses des éducateurs (n = 130) au sujet de leurs connaissances, de leurs croyances et de leur pédagogie en mathématiques ont révélé quatre domaines critiques qui doivent.

Statistiques

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Bibliographies de l'auteur-e

Sandy Youmans, Queen's University

Dr. Sandy Youmans is an Adjunct Professor at the Faculty of Education, Queen’s University. She is the Project Manager for the Critical Transitions in Early Mathematical Development Community of Practice through the Math Knowledge Network and a Co-Investigator on a Ministry of Education project, Building Parent Engagement: A Project to Support the Implementation of Ontario’s Renewed Mathematics Strategy. Sandy’s former role as the Project Manager of the Evaluation of the Implementation of the Full-Day Early Learning Kindergarten (FDELK) program commissioned by the Ontario Ministry of Education informed her PhD research on the FDELK program. Her experiences as a kindergarten teacher, educational researcher, and mother of three confirm the importance of the Early Years in providing a solid foundation for children's learning.

Andrew Coombs, Queen's University

Andrew Coombs’ doctoral research within the Faculty of Education, Queen’s University, is focused on how teachers’ beliefs, knowledge, and skills in classroom assessment are shaped by their experiences within teacher education programs and the classroom. He has been published in Teaching and Teacher Education, Assessment in Education: Principles, Policy & Practice, in addition to several non-education journals including PLOS Genetics, Journal of Medical Genetics, Leukemia, and Blood. Andrew currently serves as Associate Editor at the Canadian Journal for New Scholars in Education.

Lynda Colgan, Queen's University

Dr. Lynda Colgan is currently a Professor at the Faculty of Education, Queen’s University. She has been at educator at the elementary, middle school, secondary, post-secondary and district-wide level over her career. Recently, she was the lead on three CODE projects: Inspiring your child to learn and love math; Choose a path that includes math; and, MathStoryTime. She is the PI on a Ministry of Education project, Building Parent Engagement: a project to support the implementation of Ontario’s Renewed Mathematics Strategy and is also the Lead for the Critical Transitions CoP for the Mathematics Knowledge Network.

 

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Publié-e

15-12-2018

Comment citer

Youmans, S., Coombs, A., & Colgan, L. (2018). Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy. Revue Canadienne De l’éducation, 41(4), 1080–1104. Consulté à l’adresse https://cje.journals.publicknowledgeproject.org/index.php/cje-rce/article/view/3442

Numéro

Vol. 41 No. 4 (2018): Hiver 2018

Rubrique

Articles

Licence

La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un  article, veuillez communiquer avec la directrice de la publication.