Imagining a future in PreK: How professional identity shapes notions of early mathematics

Elizabeth Graue, Anne Karabon, Katherine Kresin Delaney, Kristin Whyte, Jiwon Kim, Anita Wager

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.

Original languageEnglish (US)
Pages (from-to)37-54
Number of pages18
JournalAnthropology and Education Quarterly
Volume46
Issue number1
DOIs
StatePublished - Mar 1 2015

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mathematics
teacher
childhood
discourse
present
experience

Keywords

  • Early childhood
  • Funds of knowledge
  • Identity in practice
  • Mathematics
  • Teacher identity

ASJC Scopus subject areas

  • Education
  • Anthropology

Cite this

Imagining a future in PreK : How professional identity shapes notions of early mathematics. / Graue, Elizabeth; Karabon, Anne; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; Wager, Anita.

In: Anthropology and Education Quarterly, Vol. 46, No. 1, 01.03.2015, p. 37-54.

Research output: Contribution to journalArticle

Graue, Elizabeth ; Karabon, Anne ; Delaney, Katherine Kresin ; Whyte, Kristin ; Kim, Jiwon ; Wager, Anita. / Imagining a future in PreK : How professional identity shapes notions of early mathematics. In: Anthropology and Education Quarterly. 2015 ; Vol. 46, No. 1. pp. 37-54.
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