Vol. 19 No. 3 (2017): SPECIAL ISSUE: EARLY CHILDHOOD MATHEMATICS EDUCATION

Edited by Amy MacDonald and Bob Perry

Published: 2017-12-13

Editorial

Editorial

Amy MacDonald, Bob Perry
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List of Reviewers

Thanks to Reviewers
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Special Issue Article

Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics

Hanna Palmér, Camilla Björklund
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Developing Pre-service Teachers’ Knowledge for Teaching in the Early Years: Selecting and Sequencing

Sharyn Livy, Ann Downton, Tracey Muir
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To Gain Knowledge of How to be Challenging: Preschool Mathematics Professional Development

Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg
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Evidence of Teacher Change after Participating in TRIAD’s Learning Trajectories-based Professional Development and after Implementing Learning Trajectory-based Mathematics Instruction

Julie Sarama, Douglas H Clements, Mary Elaine Spitler
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Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study

Julia Bruns, Lars Eichen, Hedwig Gasteiger
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Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students' Cultural Capital

Robyn Anderson, Alexander Stütz, Thomas James Cooper, Rod Nason
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Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching

Camilla Björklund, Maria Alkhede
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