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

Edited by Amy MacDonald and Bob Perry

Published: 2017-12-13

Special Issue: Mathematics Teacher Educators

Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics

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

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

Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg
- PDF
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
- PDF
Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study

Julia Bruns, Lars Eichen, Hedwig Gasteiger
- PDF
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
- PDF
Sharpening the Focus on Numbers and Counting: Preschool Educators Differentiating Aspects of Mathematical Knowledge for Teaching

Camilla Björklund, Maria Alkhede
- PDF

Editorial

Editorial

Amy MacDonald, Bob Perry
- PDF

List of Reviewers

Thanks to Reviewers
- PDF