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Employing the CAMTE framework: focusing on preschool teachers’ knowledge and self-efficacy related to students’ conceptions. (English)
Kortenkamp, Ulrich (ed.) et al., Early mathematics learning. Selected papers of the POEM 2012 conference, Frankfurt am Main, Germany, February 27‒29, 2012. New York, NY: Springer (ISBN 978-1-4614-4677-4/hbk; 978-1-4614-4678-1/ebook). 291-306 (2014).
Summary: This chapter presents the cognitive affective mathematics teacher education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.
Classification: D39
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