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Teacher knowledge for early mathematics education in a technology-rich environment - in the eyes of practitioners PROCEEDING

, Open University of Hong Kong, Hong Kong

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Learning and teaching of mathematics in early childhood education is organized differently from those in primary and secondary levels. Influence of technology on mathematics education also varies from pre-primary to secondary levels. While existing theoretical frameworks on teacher knowledge are usually originated from research on primary and secondary levels, this project is to formulate a teacher knowledge framework for early childhood practitioners with a focus of learning and teaching of early mathematics under the influence of technology and to develop instrument corresponding to the components of the framework. The paper introduces the development process of the framework as well as the preliminary structure of the framework and its components.

Citation

Lao, K.L. (2017). Teacher knowledge for early mathematics education in a technology-rich environment - in the eyes of practitioners. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 68-71). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2018 from .

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