Task Design and Implementation as a Two-way Activity: The Case of Preschool Teachers

Pessia Tsamir; Dina Tirosh; Esther Levenson; Ruthi Barkai; Michal Tabach

doi:10.14712/18047106.115

Vol. 5 No. 2 (2014): sciED Research Reports

Task Design and Implementation as a Two-way Activity: The Case of Preschool Teachers

Pessia Tsamir, ¹ Dina Tirosh, ¹ Esther Levenson, ¹ Ruthi Barkai, ² Michal Tabach, ¹

Tel-Aviv University
Tel_Aviv University

DOI: https://doi.org/10.14712/18047106.115

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Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2014). Task Design and Implementation as a Two-way Activity: The Case of Preschool Teachers. Scientia in Educatione, 5(2), 30-39. https://doi.org/10.14712/18047106.115

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Abstract

This paper demonstrates how professional development which focuses on task design principles can impact on what a preschool teacher may learn from implementing that task which in turn may impact on changes made to specific task features. Specific design principles for preschool mathematics tasks are presented and exemplified

References

BaroodyA. J. (1987). Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers. New York: Teachers College. Search in Google Scholar
Gelman, R., and Gallistel, C. (1978). The child’s understanding of number. Cambridge: Harvard University Press. Search in Google Scholar
Henningsen, M. & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. Search in Google Scholar
Israel national mathematics preschool curriculum (INMPC) (2008). Retrieved April 7, 2009, from http://meyda.education.gov.il/files/Tochniyot_Limudim/KdamYesodi/Math1.pdf Search in Google Scholar
Nicol, C. and Crespo, S. (2006) Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331–355. Search in Google Scholar
Swan, M. (2007). The impact of task-based professional development on teachers’ practices and beliefs: a design research study. Journal of Mathematics Teacher Education, 10, 217-237. Search in Google Scholar
Tirosh, D., Tsamir, P., Levenson, E., Tabach, M., & Barkai, R. (2011). Prospective and practicing preschool teachers' mathematics knowledge and self-efficacy: Identifying two and three dimensional figures. 17th MAVI (Mathematical Views) Conference. Bochum, Germany. Retrieved May 7, 2012 from http://www.ruhr-uni-bochum.de/ffm/Lehrstuehle/Roesken/maviarticles.html Search in Google Scholar
Watson, A. & Mason, J. (2006). Seeing an exercise as a single mathematical object: Using variation to structure sense-making. Mathematical Thinking and Learning, 8(2), 91-111. Search in Google Scholar
Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. In D. Tirosh, & T. Wood (Eds), Tools and resources in mathematics teacher education (pp. 109-135). Sense Publishers: Rotterdam. Search in Google Scholar

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[1] BaroodyA. J. (1987). Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers. New York: Teachers College. Search in Google Scholar

[2] Gelman, R., and Gallistel, C. (1978). The child’s understanding of number. Cambridge: Harvard University Press. Search in Google Scholar

[3] Henningsen, M. & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. Search in Google Scholar

[4] Israel national mathematics preschool curriculum (INMPC) (2008). Retrieved April 7, 2009, from http://meyda.education.gov.il/files/Tochniyot_Limudim/KdamYesodi/Math1.pdf Search in Google Scholar

[5] Nicol, C. and Crespo, S. (2006) Learning to teach with mathematics textbooks: how preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331–355. Search in Google Scholar

[6] Swan, M. (2007). The impact of task-based professional development on teachers’ practices and beliefs: a design research study. Journal of Mathematics Teacher Education, 10, 217-237. Search in Google Scholar

[7] Tirosh, D., Tsamir, P., Levenson, E., Tabach, M., & Barkai, R. (2011). Prospective and practicing preschool teachers' mathematics knowledge and self-efficacy: Identifying two and three dimensional figures. 17th MAVI (Mathematical Views) Conference. Bochum, Germany. Retrieved May 7, 2012 from http://www.ruhr-uni-bochum.de/ffm/Lehrstuehle/Roesken/maviarticles.html Search in Google Scholar

[8] Watson, A. & Mason, J. (2006). Seeing an exercise as a single mathematical object: Using variation to structure sense-making. Mathematical Thinking and Learning, 8(2), 91-111. Search in Google Scholar

[9] Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. In D. Tirosh, & T. Wood (Eds), Tools and resources in mathematics teacher education (pp. 109-135). Sense Publishers: Rotterdam. Search in Google Scholar

Scientia in educatione

Task Design and Implementation as a Two-way Activity: The Case of Preschool Teachers

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