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Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
Linnaeus University, Faculty of Technology, Department of Mathematics.ORCID iD: 0000-0003-2217-6624
Göteborgs universitet.
2017 (English)In: Mathematics Teacher Education and Development, ISSN 1442-3901, Vol. 19, no 3, p. 3-16Article in journal (Refereed) Published
Abstract [en]

This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers’ perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.

Place, publisher, year, edition, pages
2017. Vol. 19, no 3, p. 3-16
Keywords [en]
teacher development network toddler
National Category
Educational Sciences
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-70285OAI: oai:DiVA.org:lnu-70285DiVA, id: diva2:1178857
Available from: 2018-01-30 Created: 2018-01-30 Last updated: 2018-02-01Bibliographically approved

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Palmér, Hanna

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CiteExportLink to record
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  • apa
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
  • rtf