The results demonstrate that early childhood teachers have high perceptions about mathematical knowledge for teaching being especially high on the knowledge of teaching and
lowest on content knowledge.
Not exact matches
Because we believe the online format is limited in its capacity to address teacher
content knowledge, we will exclude teachers with very
low mathematical
knowledge for teaching, then randomly assign teachers to treatment and control conditions, stratifying
on grade level.
Teachers made grouping decisions not just
on generalized categories of high, middle, and
low performance but also based
on content topics and domains of
knowledge / skills.
Because of this, students in
lower years are free to work
on higher curriculum level
content, and students with gaps in their
knowledge can access
lower level
content needed to build a strong foundation.