Document Type
Article
Publication Date
3-2015
Journal Title
Anthropology & Education Quarterly
Volume
46
Issue
1
First Page
37
Last Page
54
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.
Recommended Citation
Graue, Elizabeth; Karabon, Anne E.; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; and Wager, Anita, "Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics" (2015). Teacher Education Faculty Publications. 98.
https://digitalcommons.unomaha.edu/tedfacpub/98
Comments
This is the peer reviewed version of the following article: Graue, E., Karabon, A., Delaney, K. K., Whyte, K., Kim, J., & Wager, A. (2015). Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics. Anthropology & Education Quarterly, 46(1), 37-54., which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/aeq.12086/full. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.