id: 06333008
dt: a
an: 2014e.00318
au: Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Barkai, Ruthi; Tabach,
Michal
ti: The CAMTE framework. A tool for developing proficient mathematics teaching
in preschool.
so: Li, Yeping (ed.) et al., Proficiency and beliefs in learning and teaching
mathematics. Learning from Alan Schoenfeld and Günter Törner.
Rotterdam: Sense Publishers (ISBN 978-94-6209-298-3/hbk;
978-94-6209-297-6/pbk). Mathematics Teaching and Learning 1, 89-109
(2013).
py: 2013
pu: Rotterdam: Sense Publishers
la: EN
cc: D39 B50
ut: teachers’ knowledge; subject matter knowledge; pedagogical content
knowledge; self-efficacy; professional development; teacher education
ci:
li:
ab: From the introduction: This chapter is concerned with developing
teachers’ knowledge for teaching mathematics in preschool. Like Alan
Schoenfeld, we are concerned with teachers, in this case preschool
teachers, knowing school mathematics in depth and in breadth. Like
Günter Törner, one of the founders of the MAVI (mathematical views)
conference, we are concerned with the affective side of teacher
education. The framework we present in this chapter combines both
cognitive and affective aspects related to facilitating proficient
mathematics teaching in preschool.
rv: