The Perspective of Numbers from the Emotional Viewpoint of Early Childhood Education Teachers
Abstract
The objective of this study is to examine the impact of initial training on the pedagogical practices of early childhood educators through an analysis of mathematics teachers’ specialized knowledge present in their narratives on the teaching of numbers. This qualitative research, which employs a phenomenological approach, is situated within the field of mathematics education and teacher training. The study is based on the analysis of oral histories of a group of seven preschool teachers, with a particular focus on the teaching of numbers to children between the ages of two and six. Upon conclusion of the study, an analysis of the pedagogical experiences of the cases under examination, in consideration of the categories and subcategories of the mathematics teachers’ specialized knowledge, the curriculum, and the emergent, leads to the conclusion that teachers tend to rely more on their conceptions, beliefs, and emotions about number, derived from their experiences as students and mathematics teachers, than on the disciplinary knowledge of early childhood educators.
Keywords: learning environments, dynamic software, rubric, function, problem solving
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