Investigating Preschool Teachers’ Pedagogical Content Knowledge of Number Comparison

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Education and Development Pub Date : 2024-08-06 DOI:10.1080/10409289.2024.2389362

Xia Li, Colleen Maas, Colleen Oppenzato

引用次数: 0

Abstract

Research Findings: The aim of this study was to investigate U.S. preschool teachers’ math pedagogical content knowledge in number comparison. Seventy-four in- and pre-service teachers completed a s...

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学前教师数字比较教学内容知识调查

研究结果：本研究旨在调查美国学前教师在数字比较方面的数学教学内容知识。74 名在职和职前教师完成了一项问卷调查。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Education and Development Multiple-

CiteScore

5.50

自引率

10.30%

发文量

期刊介绍： Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.